A few Aspects of Speech Listening in Dialogic Situations at the Russian Language Lessons and in the Framework of the Final Interview

2019 ◽  
Vol 80 (2) ◽  
pp. 8-15
Author(s):  
M. V. Maslova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Oral Exam ◽  
Final Interview ◽  
Language Textbooks ◽  
The Russian Language

The article attempts to avoid the unjustified transfer of the features of the oral exam in a foreign language to the final interview in the Russian language. The intentionally-thematic repertoire of dialogues was expanded. The correspondence between initial intentions and variants of reactive steps (moves, actions) in dialogical fragments was established. The dialogues contained in the audio supplement to the Russian language textbooks under the editorship of A.D.Shmelev were parameterized in terms of the theme and intention / response.

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.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

scholarly journals IMPLEMENTATION OF INDIVIDUALIZATION IN EXERCISES AND ASSIGNMENTS OF THE RUSSIAN LANGUAGE TEXTBOOKS FOR ELEMENTARY SCHOOL „ORBITA“ (THEORETICAL PRINCIPLES AND CONSTRUCTIVE SOLUTIONS) (Имплементација индивидуализације у вјежбањима и задацима корпуса уџбеника руског језика за основну школу „Орбита“ (теоријски принципи и конструкцијска рјешења))

2019 ◽  
Vol X (28) ◽  
pp. 253-274
Author(s):  
Natalija Brajković ◽  
Irena Stevović
Keyword(s):  
Elementary School ◽  
Key Words ◽  
Primary Schools ◽  
Russian Language ◽  
Teaching Process ◽  
Language Textbooks ◽  
The Russian Language

In this paper we have carried out an analysis and description of the four Russian language textbooks for elementary school (including the components of the accompanying textbook structures) from the book set “Oрбита” that was used in primary schools in Montenegro for more 20 years. The approach was based on determining how much the individualized exercises and tasks are included in the textbook, with highlighting the problems the students are facing with. Finally, we offered a series of solutions that make the exercises better and easier. The aim of our paper is todetermine whether and to what extent individualization reflects the level of structure and content of exercises and tasks in the analyzed textbook corpus, as well as to offer a variety of strategies and levels of individualization in the process of conceiving, designing and implementing of textbook of Russian language. Key words: Individualization of teaching process, the Russian language textbook for elementary school, individualization of teaching process within the class (within the group), individualized exercises and tasks.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

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).

PROBLEMS OF LEXICAL EQUIVALENTING OF RUSSIAN PARTICLES IN A BILINGUAL DICTIONARY

2019 ◽  
Vol 19 (4) ◽  
pp. 99-107
Author(s):  
Larisa Alimpieva ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Target Language ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Communicative Act ◽  
The Russian Language ◽  
Bilingual Lexicography

In the process of communicative act Russian particles concurrently fulfil different functions. It makes Russian particles an important unit of functional-pragmatic sphere of the Russian language which is characterized by its national specifics and connotativity. The problem of codification of Russian particles in bilingual lexicography is complicated. The main problem at compiling a dictionary lemma is filiation (division of meanings) of Russian particles and their rendering by lexical means of a foreign language. The existing lexicographic descriptions of Russian particles in bilingual dictionaries irrelevantly reflect the structure and contents of their meanings. The aim of the article is to consider some theoretical problems of description of Russian particles by means of a second (target) language in dictionary lemmas of bilingual dictionaries.

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