scholarly journals ON THE QUESTION OF LINGUO-REGIONAL ORIENTATION OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 14 (4) ◽  
pp. 597-606
Author(s):  
L. Ts. Tarchimaeva ◽  
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Education ◽  
Local History ◽  
Educational Process ◽  
Russian Language ◽  
State University ◽  
Multicultural Environment ◽  
Regional Component

Abstract. Introduction. The formation of socio-cultural competence in a multicultural environment is an urgent topic of modern foreign language education. The purpose of the research is to reveal the peculiarities of teaching Russian to foreign students in a regional Russian University. Materials and Methods. The object of the research is the method of forming socio-cultural competence in the process of teaching Russian with a linguo-regional orientation. The material of the research is local history texts about the traditions, history and culture of the Buryat people, which are adapted for educational purposes and supplemented by the author’s development of lexical and grammatical tasks. The scientific and methodological material is presented on the basis of a descriptive method of research and analysis of their own pedagogical experience. Results. The scientific novelty consists in the consideration of practical forms of work on the formation of socio-cultural competence, taking into account the national and regional component, using the example of teaching Russian to foreigners at the Buryat state University. The research results in a fragment of a lesson on regional studies developed within the framework of the linguistic and regional orientation of Russian language teaching in the regions of Russia. Conclusion. In the future, the systematic use of local history material in the educational process will expand the productive forms of work on the formation of socio-cultural competence for foreigners who have arrived for a language internship at a regional Russian University. Keywords: Russian as a foreign language, linguistics, national and regional component, linguistics, socio-cultural competence, language training, Buryatia.

scholarly journals Linguo-sociocultural competence in the structure of the professional training of foreign language teachers

2018 ◽  
Keyword(s):  
Cultural Studies ◽  
Cultural Competence ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers

The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.

M-learning in project activities when teaching Russian as a foreign language

2021 ◽  
Author(s):  
Evgeniya Kallisratidis ◽  
Svetlana Korostova ◽  
Igor' Nefedov ◽  
Andrey Panteleev ◽  
Anna Tretyakova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Additional Source ◽  
Home Reading ◽  
Introductory Part ◽  
Depth Study ◽  
Advanced Stages ◽  
The Russian Language

The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

scholarly journals A communicative act as a main unit of teaching Ukrainian as a foreign language

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Material Selection ◽  
Language Education ◽  
Practical Method ◽  
Educational Process ◽  
Communication Process ◽  
Language Communication ◽  
The Subject ◽  
Communicative Act

The author, emphasizing the necessity of updating the content of the language education of non-philological foreign students of Ukrainian universities, performs a linguo-didactic analysis of the subject side of the content of the system of teaching Ukrainian as a foreign language to non-philological students. Within the modern linguistic paradigm, the subject content of teaching a foreign language, in particular UFL, is considered a system of linguistic means (phonetic, lexical, grammatical, stylistic, socio-cultural, speech etiquette, rhetorical). In the conditions when the modern linguodidactic paradigm is dominated by communicative-activity and intercultural approaches and the consciously-practical method of teaching, aimed at ensuring that foreign students would master the content component of their language education, the following units of learning are recognized: sentences, expressions, texts, and dialogues. The need for updating the content component of the teaching system of UFL arises in connection with the requirements of the modern information society and new requirements for the tasks and results of teaching foreign languages. It has been found that the achievements of a relatively new theory of language communication will allow refining the components of the content of foreign language teaching, which will have an impact on improving the quality of language education of foreign non-philological students of Ukrainian universities. The submitted scientific research substantiates the choice of such a unit of study as a communicative act, which in the future allows reforming the educational process to attract foreign students to Ukrainian discourses. The author describes the structural-semantic components of the personal, verbal-cognitive, verbal and extraverbal levels of the communicative act as a fragment of the communication process within a certain communicative situation. The conclusion is made about the potentialities of the described parameters of the communicative act as a basis for updating the steady methodical principles of language material selection.

Improving Foreign (Russian) Language at School through Proverbs and Sayings

2021 ◽  
Vol 48 (3) ◽  
pp. 297-309
Author(s):  
Marzanna Karolczuk ◽  
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Language Education ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Intercultural Skills ◽  
Language Knowledge ◽  
Development Of Language ◽  
Almost All

The results of research on proverbs and sayings in such areas as linguistics, psychology, didactics and teaching methodology show that paremia has cognitive, educational and pedagogical functions in almost all areas of science and life. Understanding proverbs and sayings contributes to a better understanding of other cultures in the context of their interaction. Introduction proverbs and sayings to educational process develops students’ intercultural skills and a positive attitude to other people, as well as constitutes creative atmosphere in the classroom. The use of paremia in the learning process also enables the development of language knowledge and abilities, as well as speaking skills. The purpose of the article is to discuss the use of paremia in language education and propose kinds and types of exercises that can be used in the process of teaching a foreign language.

scholarly journals VIDEO COURSES AS ONE OF THE METHODS FOR IMPROVING THE EFFICIENCY OF TEACHING THE RUSSIAN LANGUAGE AS A FOREIGN

2020 ◽  
Vol 71 (1) ◽  
pp. 650-655
Author(s):  
D. Li ◽  
◽  
F. Yezhanova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Language Level ◽  
The Creation ◽  
The Russian Language

Russian is one of the most abundant languages of our time. Currently, more than 200 million people speak Russian. It is also among the ten working languages of the UN. The Russian language is one of the most difficult for foreign students to study, which necessitates a better approach to the educational process. This article discusses the study of the problem of increasing the effectiveness of teaching foreign students the Russian language as a foreign language. A hypothesis is put forward about the auxiliary use of video courses to solve the problem. An analysis is made of several existing video courses available online, showing their diversity in content, approach, and language level. Some typical difficult moments that may arise in students of the Russian language are considered. It is confirmed that the creation of a new video course and the linguistic and methodological foundations of its introduction into the educational process are new and relevant.

scholarly journals The linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language as one of the ways of adaptation of foreign students

2021 ◽  
Vol 94 ◽  
pp. 02007
Author(s):  
Elena Gagarina ◽  
Ksenia Gushchina ◽  
Anna Matyushkova
Keyword(s):  
Foreign Language ◽  
Visual Information ◽  
Foreign Students ◽  
Russian Language ◽  
Teaching Methodology ◽  
Adaptation Process ◽  
Motivation For Learning ◽  
Astrakhan Oblast ◽  
Regional Component ◽  
Cultural Component

The present article touches upon the problems of adaptation of foreign students in the multicultural region of Russia - the Astrakhan oblast. The article outlines the main methodological ways of solving them in the framework of education by updating the linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language (RFL), and gives descriptions of methodological models for the implementation of linguocultural adaptation of foreign students in the process of educational activities of the university based on the linguoregional specifics of the region. This work reveals the significance of the regional component of the RFL methodology aimed at forming communicative skills and abilities of students, in order to intensify the adaptation process. The authors present the features of country-specific and linguo-regional studies carried out in classroom and extracurricular time at the Department of Russian Language of Astrakhan State Medical University. The authors of the article associate the effectiveness of the adaptation process and acculturation of foreign students with the actualization of the linguo-regional knowledge aspect of the structure of the RFL methodology, which contributes to the formation of internal motivation for learning the Russian language and getting acquainted with Russia, to the removal of psychological communication barriers and to the development of communication skills. This work suggest using the principles of consistency and concentrism in the formation of countryspecific and regional knowledge, ensuring the reliability of visual information, and taking into account the native culture of foreign students with semantisation of words with a cultural component.

scholarly journals Blended Learning as a Means of Foreign Students’ Integration into a University Educational Process

2021 ◽  
Vol 16 (06) ◽  
pp. 259
Author(s):  
Nadezhda Kuzmina ◽  
Darya Kochkina ◽  
Maksim Kuzmin
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
School Environment ◽  
Foreign Students ◽  
Flipped Classroom ◽  
Language Skills ◽  
Educational Process ◽  
State University ◽  
The University ◽  
Development Course

This paper considers the problem of blended learning as a means of foreign students’ integration into higher school environment. This process is not that simple, it demands special methods to help foreign students to be integrated easily. The use of blended learning in education facilitates easy students’ integration and leads to positive learning results. However, the application of blended learning is connected with challenges both educators and foreign students can face. The aim of the article is to consider and assess the use of blended learning at the lessons of English implemented into a university educational process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s programs). The findings show that the majority of those surveyed do understand the importance of blended learning as a means of foreign students’ integration, but they are not familiar with the types and how to use them. Based on the results of this analysis, the authors applied blended learning into the process of English teaching, such as flipped classroom, station rotation, and a new online language development course, “Methodological support to the textbook by McCarthy, M. “Touchstone”. The drawn conclusions indicate that blended learning allows not only to boost foreign language skills, but to promote easy foreign students’ integration into the educational process of the university.

scholarly journals Technologies teaching students in russian universities within the framework of the person-oriented and competence–based approaches

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 612-623
Author(s):  
Anton Lebedev ◽  
Mariia Murneva ◽  
Elena Samoilova ◽  
Iuliia Pinkovetskaia
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
New Technologies ◽  
Educational Process ◽  
Russian Language ◽  
Active Involvement ◽  
Effective System ◽  
Internationalization Of Education ◽  
Language Environment ◽  
Main Components

In the era of internationalization of education, process integrating the synthesis of the person-oriented and competence-based approaches, the introduction of new technologies for teaching the Russian language to foreign students is especially rapid and intensive being one of the most relevant issues in education sector. Educational process and subsequent socialization in the foreign language environment is based on the acquisition, transformation and active reproduction of knowledge, skills and abilities of the verbal and nonverbal communicative behaviour representing a set of communicative rules being obligatory for the performance in the linguo-cultural community within the standard communicative situations. Research indicates that integration of teaching technologies when mastering Russian as a foreign language forms an effective system of educational process, involving the synthesis of methods, goals, content, forms, means, namely, its main components; students' active involvement in educational activities creates comfortable conditions for implementation of fruitful educational process and improvement of their communicative competence.

scholarly journals QUEST TECHNOLOGY AS A WAY OF SOCIAL AND CULTURAL ADAPTATION OF FOREIGN STUDENTS AT THE LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 5 ◽  
pp. 384
Author(s):  
Lyubov Golovina ◽  
Natalia Molchanova
Keyword(s):  
Foreign Language ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
Language Education ◽  
Educational Process ◽  
Educational Organizations ◽  
Logical Method ◽  
Foreign Speakers ◽  
Search For Information ◽  
The University

The relevance of the article is determined by the need to define effective and relevant ways of acquaintance of foreign students with the realities of the new social culture, which will subsequently have a beneficial effect on the learning outcome. The purpose of the article is to systematically present ways of working with quest technology in foreign language classes, which are aimed at increasing the level of socio-cultural adaptation of foreign speakers in the new language and cultural community. The methodology of the present study is civilizational and cultural approaches, the work uses a logical method (theoretical), the study of the experience of educational organizations and personal pedagogical experience at the University (empirical).The author came to the conclusion that the modern educational process of training at the preparatory Department of the University should be aimed not only at achieving the necessary level of linguistic training, but also at the gradual systematic immersion of foreigners in a new socio-cultural environment through language. One of the most popular technologies in pedagogy is the quest that includes both solving a problem task and independent search for information. Educational quest in a foreign language at pre-University stage of education is the most effective, because it can be used at any level of language training, it perfectly solves the problem of language education and formation of speech culture, socio-cultural adaptation of foreign students in the conditions of the new region and explore the national cultural realities that undoubtedly contributes to a better understanding of internal and external communications companies. 

Game Method of Studying Species-Tense Form of the Russian Verb

2019 ◽  
Vol 8 (2) ◽  
pp. 59-62
Author(s):  
О. Арискина ◽  
O. Ariskina ◽  
Ю. Бокатина ◽  
Yu. Bokatina ◽  
Е. Дрянгина ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Practice ◽  
Language Game ◽  
Educational Process ◽  
Interactive Methods ◽  
State University ◽  
Initial Stage ◽  
Russian Verb ◽  
Language Environment

In this article, we will discuss gaming techniques to study species-tense forms of the Russian verb at the initial stage of teaching Russian as a foreign language. Game techniques belong to the group of interactive methods in modern education. Interest in them emerged when educational practice showed that positive changes in society could not be achieved within the framework of the traditional model of education. Game techniques contribute to the formation of foreign students communicative, linguistic and linguistic competencies, develop the ability to work in a team to defend their own opinion. Of particular relevance is the use of interactive techniques in the study of the species-temporal forms of verbs at the initial stage of teaching Russian as a foreign language. Develop and verify the effectiveness of the proposed in the article the methodology was carried out in 2016-2018, the experiential learning was conducted on the basis of the National Research Ogarev Mordovia State University. Analysis of the results of application of game methods in the study of species-tense forms of the Russian verb showed that the proposed method gave educational process more informed and fascinating character. Interactive tasks contributed to the development of communicative and linguistic competence of students and helped foreign students acquire social experience of interaction in the language environment.

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