The formation of phraseological competence with foreign students at the Russian as a foreign language classes (from the experience of teaching phraseological units in a Korean audience)

2021 ◽  
Vol 26 (1) ◽  
pp. 183-210
Author(s):  
Yana Ten
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Language Classes

scholarly journals The Use of Song Material in Russian as a Foreign Language Classes (from experience)

2020 ◽  
Vol 4 ◽  
pp. 18-22
Author(s):  
E.S. Ragulina ◽  
◽  
N.Yu. Arzamastseva ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Language Level ◽  
Language Classes

The article presents current issues of using song material in classes of Russian as a foreign language. The main advantages of using song material, which help to reveal the main competencies in teaching a foreign language, are highlighted. The criteria for selecting songs, presented for complex work on the use of song material in the lessons of Russian as a foreign language, are considered. Examples of using various songs in accordance with the language level of foreign students are given.

scholarly journals FORMATION OF LINGUISTIC COMPETENCES WHEN STUDYING THE GRAMMATICAL CATEGORY OF THE CASE IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES

2020 ◽  
pp. 230-237
Author(s):  
Татьяна Николаевна Юркина ◽  
Елена Александровна Данилова
Keyword(s):  
Foreign Language ◽  
Functional Significance ◽  
Foreign Students ◽  
Great Difficulty ◽  
Linguistic Competence ◽  
Grammatical Category ◽  
Case System ◽  
Frequency Of Use ◽  
Language Classes

В настоящей статье представлена методика работы по обучению студентов-иностранцев образованию и употреблению русских падежных форм и описана последовательность знакомства обучающихся с падежами. Актуальность исследования, обусловленного богатством и разнообразием семантических оттенков русской падежной системы и вариантов падежных окончаний, возрастает в практике преподавания русского языка как иностранного (далее - РКИ) как в связи с увеличением контингента студентов-иностранцев, так и с ролью падежных форм в речи. Владение нормативными формами образования и употребления русских падежных форм имеет большое значение в коммуникации и представляет большую трудность. При знакомстве с грамматической категорией падежа формируются лингвистическая, речевая и коммуникативная компетенции. Важной является лингвистическая компетенция, поскольку от ее сформированности зависит дальнейшее успешное овладение системой русского падежа и склонения. Формирование данных компетенций включает три основных этапа, и на каждом из этапов важно использовать наиболее оптимальные и эффективные формы работы. Также немаловажной является последовательность изучения падежных форм, которая отличается от традиционной линейной, привычной нам. В методике преподавания РКИ принято опираться на коммуникативный принцип, согласно которому знакомство с падежами зависит прежде всего от частотности употребления и функциональной значимости падежных форм. This article presents the methods of teaching foreign students how to form and use Russian case forms and describes the stages of students’ learning the cases. The current study is becoming more relevant in teaching Russian as a Foreign Language (RFL) due to the richness and variety of semantic shades of the Russian case system and variants of case endings as well as to the increase in the number of foreign students and the role of case forms in speech. The knowledge of normative forms of education and the use of Russian case forms is of great importance in communication and presents a great difficulty. When mastering the grammatical category of the case, the linguistic, speech and communicative competences are formed. The linguistic competence is important, since its formation determines the further successful mastering of the Russian case and declension system. The formation of these competences includes three main stages, and at each stage it is important to use the most optimal and effective forms of work. Also important is the sequence of studying case forms, which differs from the traditional linear, familiar to us. In the methodology of teaching RFL, it is common to rely on the communicative principle according to which mastering the cases depends primarily on the frequency of use and functional significance of case forms.

STUDY OF THE TOPIC "CHOOSING A PROFESSION" IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES AT A LAW SCHOOL

2021 ◽  
Author(s):  
Виктория Владимировна Зорина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Law School ◽  
Speech Communication ◽  
Actual Problem ◽  
Language Classes

Статья посвящена актуальной проблеме обучения иностранных слушателей-будущих юристов русскому языку. Представлены варианты заданий по теме «Выбор профессии». Выполнение иностранными слушателями указанных заданий способствует обогащению словарного запаса обучающихся в рамках изучаемой темы, расширению профес-сионального и общеобразовательного кругозора, воспитанию культуры речевого общения. The article is devoted to the actual problem of teaching Russian to foreign students-future lawyers. The variants of tasks on the topic "Choosing a profession"are presented. The implementation of these tasks by foreign students contributes to the enrichment of the students ' vocabulary within the framework of the topic under study, the expansion of professional and general educational horizons, and the education of a culture of speech communication.

scholarly journals ILLOCUTION IN SPEECH ACTS BY FOREIGN STUDENTS IN INDONESIAN AS A FOREIGN LANGUAGE CLASSES

2017 ◽  
Vol 2 (3) ◽  
pp. 213-226
Author(s):  
Latifah Tri Budiasih ◽  
Andayani Andayani ◽  
Muhammad Rohmadi
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Foreign Students ◽  
Document Analysis ◽  
Qualitative Approach ◽  
The State ◽  
Learning Activities ◽  
Design Data ◽  
Language Classes

This research explores illocution in speech acts by foreign students in Indonesian as a Foreign Language classes at Sebelas Maret University. Illocution is a speech that shows the state of language relating to the situation in general and more free and aims to express something from the speaker to the partner. This research aims to describe the forms of student illocution in Indonesian Language classes. This study used qualitative approach with naturalistic design. Data were collected using observation, interviews, and document analysis. The data of illocution acts included assertive, declaration, directives, commissive, and expressive in learning activities. The study revealed that students applied assertive, directives, commissive and expressive as their main speech acts during learning Indonesian language in the classroom especially in the oral uses for communications. 

FEATURES OF STUDYING THE ADVERBIAL PART IN A FOREIGN AUDIENCE

2021 ◽  
Author(s):  
Виктория Владимировна Зорина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Language Classes ◽  
Definition Of ◽  
Near Abroad

Статья посвящена проблеме изучения деепричастия на занятиях по русскому языку как иностранному. Актуальность проблемы связывают, в том числе, с дискуссионностью подходов к определению понятия деепричастие. Представлена попытка выявления особенностей понимания иностранными обучающимися деепричастий совершенного вида. Выявлено, что иностранные обучающиеся - представители ближнего зарубежья испытывают определенные затруднения в обнаружении и образовании деепричастий совершенного вида. The article is devoted to the problem of studying the adverbial part in Russian as a foreign language classes. The relevance of the problem is associated, among other things, with the debatable approaches to the definition of the concept of adverbial participle. The article presents an attempt to identify the peculiarities of foreign students ' understanding of perfect adverbial participles. It is revealed that foreign students-representatives of the near abroad experience certain difficulties in detecting and forming perfect adverbial participles.

scholarly journals SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

2020 ◽  
pp. 146-156
Author(s):  
Елена Александровна Гасконь
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Academic Literature ◽  
Language Classes ◽  
Pedagogical Relations ◽  
Russian Universities ◽  
The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

scholarly journals APPLICATION OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES IN THE TRAINING OF FUTURE LAWYERS

2020 ◽  
pp. 141-143
Author(s):  
E.A. Shtekhman ◽  
Ju.А. Melnik
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Educational Process ◽  
Educational Technologies ◽  
Information Processes ◽  
Language Classes ◽  
The World ◽  
Preparatory Course ◽  
Main Components

The article discusses the use of innovative educational technologies in Russian as a foreign language classes in the preparatory course. The described technologies allow teachers of RFL, working with the foreign students studying in the field of intellectual property protection, to organize the educational process more effectively. The relevance of using such technologiesis due to the general integration and information processes taking place in the society, as well as the orientation of the modern educational system to enter the world educational space. Currently, one of the main components in educational activities is educational and creative, which reveal the capabilities of the personality of a foreign student, a future lawyer.

scholarly journals Usage of the V. Dahl’s linguocultural diversity in the process of teaching Russian language to foreign students at the initial stage

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Foreign Students ◽  
Russian Language ◽  
Syntactic Structures ◽  
Initial Stage ◽  
Language Classes ◽  
Responsible Attitude ◽  
Illustrative Material ◽  
Development Of Students

The article describes the main directions of linguistic work in the process of teaching Russian as a foreign language on the basis of V. Dahl’s linguistic and cultural dichology. At the present time, “The Explanatory Dictionary of the Great Living Russian Language” and “Proverbs of the Russian People” remain the most important scientific lexicographic and folklore by the means of enriching the lexical reserve of foreign students, as well as enriching their spiritual and moral education and the development of personal creative potential. In Russian as a foreign language classes at level A 1, as exercises in phonetics and for pronunciation, we offer tongue twisters from the collection of V. Dahl’s proverbs, and folklore texts are given without semantization. Paremiological material is used during the study of grammatical topics (as illustrative material) and for the development of students' speech. The use of proverbs and sayings during the Russian language classes contributes to the development of students' language intuition, helps to develop a serious and responsible attitude to the word, not only as a means of communication but also as a complex mechanism of influence on the listener, on his mental state. The linguistic personality, along with mastering the lexical minimum, the development of skills and abilities to use lexical material following the grammatical and syntactic structures of the language, masters the concepts of the culture of another society. Systematic work with paremias expands the lexical reserve of foreigners, revives their speech. Appeal to the Explanatory Dictionary by V. Dahl is associated with the work on nonequivalent vocabulary in the course of literature. The teacher’s choice of vocabulary volume, illustrative material, and principles of adaptation of the Dahl’s vocabulary “nest” for use in classes with foreigners in each case depends on the level of the group, the plan of the leson and the time allotted by the teacher to work with lexical material and lexicographic works.

scholarly journals Working with precedent Anthroponyms in Russian as a foreign language classes (structural and semantic approach)

2020 ◽  
pp. 188-196
Author(s):  
Julia B. Martynenko
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Foreign Students ◽  
Semantic Analysis ◽  
Cultural Knowledge ◽  
Semantic Approach ◽  
Communicative Behavior ◽  
Russian Culture ◽  
Personal Names ◽  
Language Classes

The article considers the names of famous people contained in textbooks on Russian as a foreign language; the structural and semantic approach to the analysis of such anthroponyms and the methodology of working with them in order to form background cultural knowledge and anthroponymic worldviews among foreign students are identified as one of the teaching problems. Personal names reflect the national culture and national mentality of Russian people. Studying the functioning of precedent names in texts, structural and semantic analysis of anthroponyms in Russian as a foreign language classes, the system of pre-text and post-text tasks enriches foreign students with information about the Russian naming system, with knowledge of Russian culture. Students also discover a different culture and stereotypes of communicative behavior of its carriers.

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.

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