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 SHORT FILM НЕ МОЙ IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
С. Рудольф ◽  
Л.Б. Волкова
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Short Film ◽  
Friedrich Schiller ◽  
Educational Materials ◽  
Speech Activity ◽  
Language Environment ◽  
The University ◽  
The Russian Language ◽  
Slavic Studies

Предлагаемые учебные материалы направлены на активизацию речевой деятельности студентов, развитие коммуникативной и социокультурной компетенции, что особенно актуально вне языковой среды. Материалы были апробированы в работе со студентами Института славистики и кавказоведения Йенского университета им. Фридриха Шиллера. The proposed educational materials are aimed at enhancing students' speech activity, developing communicative and sociocultural competence, which is especially important outside the language environment. The materials were tested when teaching the Russian language to students of the Institute of Slavic Studies and Caucasian Studies at the University of Jena named after Friedrich Schiller.

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 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.

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.

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).

Lexicographic Work with Foreign Linguistics Students Who Study Russian As a Foreign Language. Advanced Level

2015 ◽  
Vol 4 (4) ◽  
pp. 30-32
Author(s):  
Антропова ◽  
M. Antropova
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Traditional Method ◽  
Russian Language ◽  
Advanced Level ◽  
Online Newspapers ◽  
Innovative Method ◽  
Russian Higher Education ◽  
The Russian Language

The article represents the author’s experience in creating a PR-glossary in the course of lessons of the Russian language with foreign students who study in Russian higher education institutions at the programme “Advertising and Public Relations”. The author considers work on creating a glossary not only as a traditional method of enlarging a student’s vocabulary but also as an innovative method of teaching students to understand and use vocabulary of the publicistic style on the basis of such modern sources as online magazines, online newspapers, websites, the corpus of the Russian language and online dictionaries, thus developing students’ lexicographic skills.

scholarly journals Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)

2020 ◽  
Vol 9 (4) ◽  
pp. 321-324
Author(s):  
Elena Leonidovna Perkova ◽  
Lubov Pavlovna Shirobokova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Bilingual Students ◽  
Grammatical Category ◽  
Verb Aspect ◽  
Russian Verb ◽  
Special Cases ◽  
Basic Level ◽  
The Russian Language

The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.

scholarly journals Ways of mastering the grammatical structure of the Russian language interjections at the lessons with foreign students

2016 ◽  
Vol 3 (4) ◽  
pp. 120-129
Author(s):  
G.B. Baimurzaeva ◽  
Y.S. Boronenkova
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Foreign Students ◽  
Semantic Content ◽  
Russian Language ◽  
Word Class ◽  
Grammatical Structure ◽  
Teaching Techniques ◽  
Research Paradigms ◽  
The Russian Language

Acknowledgement of the fact that interjections of the modern Russian language can be related to the least studied word class because of the inhomogeneity of their sound form, grammatical structure and semantic content leads to the change of research paradigms in applied linguodidactics. The aim of the article is to show the importance of studying the problems of mastering the grammatical structure of interjections in the framework of teaching Russian as a foreign language, to bring out and describe some effective teaching techniques, which make it possible for foreign students to choose interjections and use them correctly in their own speech.

scholarly journals Tutor at the preparatory faculty: a teacher’s point of view

2021 ◽  
Vol 127 ◽  
pp. 03004
Author(s):  
Marina Anatolievna Droga ◽  
Dina Ivanovna Romero Intriago ◽  
Irina Mikhailovna Subbotina ◽  
Yuliya Aleksandrovna Klimova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Point Of View ◽  
Survey Method ◽  
Forecasting Method ◽  
First Results ◽  
The University ◽  
Academic Year

The article analyzes the experience of tutoring teachers teaching foreign students in the distance learning mode. It is also about the interaction of a teacher and a student throughout the whole academic year, as well as the importance of all elements of systematic work in teaching Russian as a foreign language from scratch. A team of tutors was organized at the faculty, whose mission was to contact their wards within the framework of distance learning: from their connection to the educational platform of the university to organizing their admission to Russian universities. Purpose of the study: consider the role of a tutoring teacher in the system of teaching Russian as a foreign language in a distance mode. The main methods of work are the methods of observation and description of the features of the pedagogical process. The forecasting method is also used to model the future educational mode of foreign students. The survey method is applied, which allows to get “feedback” from the respondents. The quantitative technique allowed us to analyze the number of responses as a percentage. The changes taking place in the world have given a powerful impetus to the improvement of digital educational resources. Teachers were able to mobilize and conduct their own experiment, while adhering to the new standards of distance learning. An attempt is made in the work to comprehensively analyze the introduced system of tutoring and summarize its first results.

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