About Results of the Final Stage of the 22nd All-Russian Olympiad of School Students on Russian Language in 2017

2018 ◽  
Vol 79 (1) ◽  
pp. 25-29
Author(s):  
Andrew V. Grigor’ev ◽  
Galina V. Berkutova
Keyword(s):  
Final Stage ◽  
Russian Language ◽  
School Students

Communicative Strategies and Tactics of Debate as a Learning Tool

2020 ◽  
Vol 81 (2) ◽  
pp. 21-26
Author(s):  
Z. I. Kurtseva
Keyword(s):  
Questionnaire Survey ◽  
Sharp Decrease ◽  
Russian Language ◽  
Point Of View ◽  
Primary Data ◽  
Federal State ◽  
School Students ◽  
Communicative Strategies ◽  
Psychology Pedagogy ◽  
State Educational

This article discusses an urgent educational problem, i.e. a sharp decrease in the level of students’ spoken language and, in particular, the lack of willingness and ability among school students to engage in a constructive dialogue when participating in debates. It is no accident that modern federal state educational standards pay special attention to the formation of students’ communicative competence at all levels of education. The aim of this article was to investigate the current situation in the field in order to obtain primary data showing at which educational levels the techniques of debate and discussion are used; to analyse the verbal behaviour of participants implementing various communicative strategies and tactics during debates. The following research methods were used: an analysis of literature in the field of psychology, pedagogy, communication and methodology; a questionnaire survey and interviews; an analysis of the oral presentations of students; generalization of pedagogical experience. The results of the interviews and questionnaire survey conducted among first-year university show that about 60% of the respondents experience difficulties in constructing argumentative speech. Discussions in schools are held only in high school. Secondary school teachers lack the competencies of organizing and conducting debates in class. The development of communicative skills of defending one’s point of view and conducting informed debates using communicative tactics based on the principles of dialogue and politeness should be taught during teenage years. It is at this age that communicative competencies are most actively formed. Specific examples of including debates in the curriculum of the Russian language (5th grade) for developing primary discussion skills are presented.

Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

Color and light painting as components of the creator̕ s world in I.A. Bunin̕ s story “The Mad Artist”: a philological analysis based on case-technology

2021 ◽  
pp. 92-99
Author(s):  
Marina A. Dubova ◽  
Valeriya V. Efremova
Keyword(s):  
High School Students ◽  
Comparative Method ◽  
Literary Work ◽  
Educational Process ◽  
Russian Language ◽  
School Students ◽  
Semantic Level ◽  
Modern Education ◽  
Holistic Analysis ◽  
Color And Light

The article is devoted to the analysis of the techniques of color painting and light painting in the story of the neorealist writer I.A. Bunin “The Mad Artist”. The relevance is due to the fact that in the modern education system, more attention is paid to innovative pedagogical receptions designed to optimize the educational process and ensure greater independence in work. In particular, interest in case technology is growing. The purpose of the article is the philological analysis of the story of I.A. Bunin’s “The Mad Artist” with the use of case technology techniques. The authors of the article take a case teaching the analysis and assessment of the situation as the basis for working with the text of the Bunin story. Based on it, the article presents an analysis of the linguistic parameters of a literary text and the means of their representation at the lexico-semantic level, revealing the techniques of color and light painting used by the writer in a work and participating in the implementation of the main principle of constructing a text – antithesis. The analysis is based on the comparative-comparative method, methods of citation and holistic analysis of a literary work. As a result of the research, a Russian language lesson was developed for high school students on the topic «Color and light painting as components of the creator’s world in I.A. Bunin̕ s story “The Mad Artist”» based on the techniques of case technology. The solution of the proposed case contributes to the development of creative and critical thinking of students, the formation of skills to work both individually and in pairs, the development of communicative and linguistic competencies.

scholarly journals Features of mathematical concepts formation at school students on the basis of bilingual education

2017 ◽  
Vol 6 (1) ◽  
pp. 219-225
Author(s):  
Natalia Ivanovna Spiridonova
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Speech Development ◽  
Educational Process ◽  
Russian Language ◽  
Educational Materials ◽  
School Students ◽  
Mathematical Concepts ◽  
Primary Means ◽  
The Republic

The paper deals with mathematical concepts formation at students on the basis of bilingual education. It describes the results of experimental work, including the questioning of students and teachers, aimed at identifying preferences of native or the Russian language as the language of instruction, screening efforts to identify the level of mathematical language learning at pupils of 5-6 classes on the basis of the two languages. As a result of psycho-pedagogical and educational materials and dissertations analysis the author describes peculiarities of bilingual educational process aimed at mathematical concepts formation in educational institutions of the Republic of Sakha (Yakutia). This process takes place in stages and is implemented through the combined action. The author concludes that the primary means of performing steps corresponding to the steps of mathematical concepts formation can be bilingual didactic complex, aimed at concepts formation and pupils mathematical speech development. The findings of the study can be used as the basis for designing a technique of mathematical concepts formation in terms of bilingualism, for educational materials creation, as well as used by school teachers with native language training.

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 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

scholarly journals A Model for the Formation of Secondary Linguistic Personality through Work with Precedent Cultural Phenomena during Сlasses in the Russian Language as a Foreign Language

2020 ◽  
Vol 24 (2) ◽  
pp. 296-315
Author(s):  
Olga B. Kanevska ◽  
Kateryna V. Hostra
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Research Work ◽  
Russian Language ◽  
Control Group ◽  
Teaching Staff ◽  
School Students ◽  
School Teaching ◽  
Student’S T ◽  
Didactic Material

Introduction. This article considers the problem of the formation of a secondary linguistic personality through work with precedent phenomena of culture, but it does not cover all its aspects. Our purpose is to describe a model of formation of a secondary linguistic personality by dealing with the precedent phenomena of culture during Russian language lessons as a foreign language. Materials and Methods. Pedagogical forecasting and modeling were used to optimize and detail the process of the formation of a secondary linguistic personality through work with precedent cultural phenomena. To determine the quantitative and qualitative indicators of the study, statistical methods of quantitative and qualitative data processing were used (Student’s t-test). The pedagogical experiment involved schoolchildren of two secondary schools of Kryvyi Rih city (Ukraine). The sample consisted of 82 fifth-grade high school students. At the ascertaining stage, the questionnaire was conducted; at the formative stage, training was conducted typically in the control group; in the experimental group, based on the developed model; at the control stage, repeated questioning and interviews were conducted to verify the effectiveness of the model. Results. The use of the model in the learning process forms not only theoretical knowledge of the precedent phenomena of culture but also the practical skill of their use, facilitates intercultural communication, which contributes to the formation of a secondary language personality. The developed model of working with precedent cultural phenomena proved to be an effective auxiliary tool in the formation of the secondary linguistic personality. Precedent cultural phenomena can become the foundation for creating end-to-end curricula, a tool for creating didactic material taking into account innovative technologies, and the basis of training courses. Discussion and Conclusion. The results of this research work may be useful for secondary and higher school teaching staff of Russian as a foreign language.

scholarly journals Organization of lexical-semantic studies at the elementary school based on agnomic risk zones vocabulary definition

2019 ◽  
Vol 8 (3) ◽  
pp. 248-250
Author(s):  
Anna Yuryevna Avdonina
Keyword(s):  
Elementary School ◽  
Russian Language ◽  
Teaching Methodology ◽  
School Students ◽  
Lexical Semantic ◽  
School Based ◽  
Communication Goals ◽  
Risk Zones ◽  
Traditional Approaches ◽  
School Books

This paper reviews an up-to-date problem of organization of lexical-semantic studies at the elementary school. Existing traditional approaches are unfortunately within the framework of the Russian language teaching methodology, and thus do not create a language and cultural area that provides successful acquirement of knowledge and communication goals. The school practice shows that one of the main reasons, which negatively influence the quality of production, perception and understanding of texts by students, is the agnonymy which has a direct correlation with periphery layers of the vocabulary. Agnonyms mainly include archaisms, historisms, obsolete words, scientific terms as well as words and phrases which are rarely or never used by a child in everyday life. Such words being met in various school-books make it difficult for the students to perceive and produce the texts. This paper provides types of tasks which let a teacher choose certain didactic materials (in accordance with school-books of educational-methodical complex) based on students agnomic risk zones vocabulary that will be defined. This will facilitate to broaden school students outlook, their language and cultural communication.

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