scholarly journals Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

2021 ◽  
Vol 49 (1) ◽  
pp. 276-288
Author(s):  
Ekaterina A. Romanova ◽  
◽  
Marina A. Volkova ◽  
Li Baohun ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Information Technologies ◽  
Chinese Students ◽  
Russian Language ◽  
Chinese Universities ◽  
Modern Information ◽  
Russian Universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

PRACTICAL COURSE CONTENT OF RUSSIAN GRAMMAR FOR CHINESE STUDENTS

2020 ◽  
Vol 1 (3) ◽  
pp. 29-34
Author(s):  
A. G. Suvorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Chinese Students ◽  
Building Blocks ◽  
Russian Language ◽  
Speech Communication ◽  
Authentic Texts ◽  
Russian Culture ◽  
Text Content

The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.

scholarly journals Linguistic Security of Russia in the Mode of Multilingualism

2020 ◽  
pp. 139-152
Author(s):  
Boris Zhigalev ◽  
◽  
Anna Prokhorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
The European Union ◽  
Language And Culture ◽  
Language Environment ◽  
The One ◽  
Multilingual Approach ◽  
Russian Universities ◽  
The Russian Language

The article examines the problem of linguistic security of Russia within the logic of integration into the world community. A new language situation is developing in the context of modern socio-economic and political reforms in Russia. While, on the one hand, there is a rejection of monolingualism and a tendency towards the development of Russian national polylingualism, on the other hand, there is a clear orientation towards promoting multilingualism as a consequence of rapprochement with Europe. The European Union is actively promoting the policy of multilingualism, encouraging learners to expand their linguistic repertoires. Like other representatives of non-EU countries, young Europeans entering Russian universities are mostly multilingual, and for them the Russian language offered as part of their university course is just another foreign language. To promote the Russian language and culture through educating foreign students, faculty members of Russian universities seek to create a special language environment, activating all possible means and technologies to optimize the process, teaching Russian courses for international students, and organizing engaging extra-curricular activities. Despite such serious efforts, however, many foreign students perceive this as an imposition that limits them in the study of other languages and cultures. The authors of the article see a potential solution to this problem in using a multilingual approach as a mechanism for “subtle engagement and promotion” of the Russian language and culture among foreign students. They offer a case study of implementing this approach in a technical university where Russian is taught as a foreign language to future engineers and describe the functional characteristics of multilingual modules built into the Russian language course (facilitative, accelerative, communicative, organizational, and transferable), highlighting the advantages and prospects of the multilingual approach in the formation of linguistic security.

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.

Intercultural Problems In Teaching Russian Language To Foreign Students

2016 ◽  
Vol 5 (2) ◽  
pp. 41-46
Author(s):  
Колесникова ◽  
L. Kolesnikova
Keyword(s):  
High School ◽  
International Students ◽  
Foreign Language ◽  
Personal Experience ◽  
Foreign Students ◽  
Russian Language ◽  
Approaches To Teaching ◽  
Russian Culture ◽  
Scientific Approach ◽  
The Russian Language

The article discusses the main features of intercultural teacher of high school, in particular, a teacher of Russian as a foreign language with the audience. The conclusion is that the modern university teacher must know the culture and the mentality of their students, to be a mediator of cultures and translator of Russian culture. Questions intercultural teacher of high school with international students are considered on the example of the Chinese students. The article is interesting for its examples, as well as the description of the author’s personal experience. The scientific approach in an article originally combined with the inclusion of elements of the pedagogical experiment that allows the author to show the most effective approaches to teaching foreign students the Russian language.

scholarly journals VIDEO LESSONS AS ONE OF AN EFFECTIVE METHODS IN TEACHING RCL TO CHINESE STUDENTS

2020 ◽  
Vol 74 (4) ◽  
pp. 428-432
Author(s):  
Duo Li ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Comparative Method ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Video Tutorials ◽  
Video Lesson ◽  
Teaching Chinese ◽  
The Russian Language

The Russian language is one of the richest languages ​of our time. Currently, more than 200 million people speak Russian. It is also one of the ten working languages ​​of the United Nations. The Russian language is one of the most difficult for foreign students to learn, which necessitates a better approach to the educational process. The article examines the study of the problem of increasing the effectiveness of teaching Chinese students Russian as a foreign language. A solution to the problem in the auxiliary application of video tutorials is proposed. An analysis of several existing video tutorials available online is being carried out. The article deals with the comparative method of difficult moments that may arise for Chinese students studying Russian. It is confirmed that the creation of a new video lesson and the linguo-methodological foundations of its implementation in the educational process are new and relevant.

scholarly journals Distance learning in the university foreign language environment through the eyes of Chinese students

2021 ◽  
Vol 53 (5) ◽  
pp. 125-138
Author(s):  
Inga Y. Smelkova ◽  
◽  
Ekaterina N. Tuana ◽  
Svetlana A. Gubareva ◽  
Irina A. Krasnova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Chinese Students ◽  
Russian Language ◽  
Alternative Form ◽  
Administrative Services ◽  
Language Environment ◽  
The University ◽  
The Russian Language

Introduction. With the transition of universities around the world to distance learning during the pandemic of COVID-19, the higher education has become the global and accessible, and competition between universities in the international educational market has increased. The opinion of Chinese students about distance learning as an alternative form to the traditional in-person education at Russian university is an important criterion for the evaluation of university's ability to retain and attract the foreign students to study in Russia in an environment of competition among the universities, as the Chinese students exactly are make up the majority among the foreign students of Russian universities. The purpose of the study is to find out the opinion of Chinese students about the distance learning format at the Russian university from the point of view of influence it on the formation of communicative competence in Russian language and adaptation to a foreign language environment of university. Materials and methods. The 100 Chinese students of 1-4 years of the Humanitarian Institute (HI) and 57 students of the 1st year of the Institute of Industrial Management of Economics and Trade (IIMET) of Peter the Great St. Petersburg Polytechnic University took part in the survey. The research methods are analysis and systematization of student’s answers to questionnaires, content analysis. Results and discussion. The results of the research showed: 1) the Chinese students in general assess the distance learning format as more comfortable (89% – comfortable, 3% – not comfortable) in comparison with in-person (43% – comfortable, 54% – not comfortable) education in the psychological aspect, which is associated with their national characteristics (75% of students are not afraid to answer in front of other students in a distance format, 89% of students feel more comfortable in distance classroom lessons); 2) the students do not experience the difficulties in using the new technical programs and Internet resources (56% – no difficulties; 24% – yes difficulties; 20% – no answers); 3) the formation of communicative competencies in the Russian language largely depends not on the format of learning (68% of students like to study Russian in distant format, 59% are satisfied with their success in learning Russian), but on the readiness and individual skills and abilities of the learner to study (58% of students note they use knowledge of the Russian language in the classroom) and on the teacher skills and abilities in the work in a distance format (75% of students note the importance of presentation materials prepared by the teacher); 4) the difficulties in adapting to the foreign language environment of the university are associated with the level of proficiency in the Russian language and the cultural traditions of the countries (74% of students note difficulties in communicating with the administrative services of the university, 64% of students do not use Russian to solve educational and administrative issues). Conclusion. The obtained results and conclusions can be useful for academic staff, as well as employees of the administrative services of the university and all interested persons who works with Chinese students.

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 Actual Problems of Methodology and Organization of Teaching Russian as a Foreign languages During the Pandenic

2021 ◽  
Vol 16 (1) ◽  
pp. 100-107
Author(s):  
Biktimirova Yulia V. ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
International Market ◽  
Foreign Student ◽  
Educational Programs ◽  
Russian Language ◽  
Educational Services ◽  
State University ◽  
Educational Product ◽  
Russian Universities

In the era of globalization, Russian universities face an acute problem of participating in a single global educational space and exporting educational services for training specialists from different countries Russian language training for foreign specialists who are fluent in Russian and are able to teach Russian abroad is of particular importance and relevance in this regard. The article is devoted to educational products provided by the graduating Department of Russian as a foreign language of the Transbaikal state University in the conditions of competition of Russian universities for a foreign student during the pandemic. The relevance of the problem is confirmed by numerous scientific studies, which analyze both the presence of exports of Russian educational services, and the place and specifics of hotel universities in the export of educational services. The aim of the study is to analyze the educational services of the Transbaikal state University, provided by educational programs producing the Russian as a Foreign Language department, as well as the prospects for the development of educational programs during the pandemic. Analysis of the educational programs of the Transbaikal State University, exported issuing Department RCTS showed that the educational product is a coherent and consistent system of educational programs, which allows to education of foreign citizens at all stages of study at the University. The author notes the strategies for the development of the educational activities of the Department of the Russian Academy of Sciences, which are aimed at improving the competitiveness and quality of the educational product in the international market of educational services in the post-pandemic period. In order to achieve the goal and solve the problems, methods of analysis and observation were used, which allowed to determine the direction and prospects of the development of international educational programs in the city, to identify new challenges for the effective export of educational services and how to solve them. Keywords: international market for educational services, foreign students, international university activities, Russian as a foreign language, export of educational services, the department of Russian language as a foreign language

scholarly journals Influence of the multicultural environment of a Russian university on the language training of foreign students

2020 ◽  
Vol 48 (6) ◽  
pp. 192-203
Author(s):  
Lev V. Mardakhaev ◽  
◽  
Olga I. Volenko ◽  
Elena Yu. Varlamova ◽  
◽  
...  
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Educational Environment ◽  
Russian Language ◽  
Language Training ◽  
Language And Culture ◽  
Russian Universities ◽  
The Russian Language

The relevance of the study is due to the fact that in terms of the development of academic mobility processes, it is necessary to develop linguo-cultural content that reflects the need-motivational sphere of foreign students, as well as the implementation of the developed content, taking into account the multiculturalism of Russian universities. Besides, it is recognized that in the multicultural university environment, a foreign language culture for a foreign student acts in two ways: as a culture of the target language country, on the one hand, and as a culture of the educational environment of a Russian university, on the other hand. The empirical part of the study was carried out on a sample of 42 foreign students from Russian universities. Students were interviewed through a questionnaire to identify as follows: the attitude of foreign students towards the discovery of Russian culture and learning the Russian language; difficulties in learning the Russian language; their awareness of the qualities that characterize personal effectiveness of language training. It was revealed that foreign students recognized the wealth and beauty (42.9%), the uniqueness of the Russian language and culture (38.1%), the importance of the Russian language as a means of intercultural communication (23.8%). The absolute majority (95.2%) of foreign students experience difficulties in mastering the grammatical structure of the Russian language. As for personal qualities, the students revealed those that are interconnected with the features of national identity and allow foreign students to adapt to the Russian educational environment and reality. Based on the data obtained, it was concluded that the complexity of educational activities served as a guideline in the teacher’s actions in solving problems of mastering a foreign language and culture by foreign students, preserving the national identity of an individual, and training his/her for intercultural communication in a multicultural world space.

scholarly journals Prospects of Russian as a Foreign Language Online Learning in Russian Universities

2021 ◽  
Vol 19 (1) ◽  
pp. 102-115
Author(s):  
Elena N. Strelchuk
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Online Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Pedagogical Tools ◽  
The World ◽  
Russian Universities

The COVID-19 pandemic has made significant changes in the educational process in almost all countries of the world. The methods and approaches, techniques and technology that teachers used in offline learning, turned out to be ineffective. The issues related to online teaching of Russian as a foreign language have become particularly relevant, since many students had to leave Russia and study the language only online. The purpose of the study is to consider the prospects (immediate and long-term) of the Russian language online teaching to foreign students in Russian universities. The research materials are the results of a survey conducted among the 1st year master degree students, specialty 45.04.01 Russian as a Foreign Language of the Faculty of Philology of the RUDN University (Moscow), as well as the experience of the author, who teaches Russian to foreign students online on the TEIS (Telecommunication Educational and Informational System) and Microsoft Teams platforms. The study revealed the pros and cons of online learning of Russian as a foreign language, and showed the ways of improving its effectiveness in Russian universities. As a result of the conducted research, the immediate prospects are identified, which include the implementation of relevant components of pedagogical tools in Russian as a foreign language online learning: modern pedagogical technologies, the principles of individualization and differentiation, and the communicative approach. The long-term prospects concern teaching Russian to foreign students only in a mixed format. The formation of communicative competence, the lack of Russian-speaking environment, difficulties in organising control and developing students' writing skills are among the main problems that undermine the quality of teaching Russian as a foreign language online. It is concluded that in the future we should expect the implementation of a new approach in the world education system, since the pandemic will certainly affect the market of educational services all over the world.

Sign in / Sign up

Export Citation Format

Share Document