scholarly journals Communicative Tasks in the Russian Language Classes at a Technical University

2021 ◽  
Vol 7 (9) ◽  
pp. 563-566
Author(s):  
N. Khasanov
Keyword(s):  
Teaching Methods ◽  
Building Materials ◽  
Communicative Competence ◽  
Russian Language ◽  
Special Role ◽  
Highly Qualified ◽  
Language Classes ◽  
Oral Speech ◽  
Main Thing ◽  
The Russian Language

The article deals with the methods of forming the communicative competence of students in the preparation of highly qualified specialists. According to the author, modeling of potentially possible working situations plays a special role in this. The author examines teaching methods and ways of developing students’ oral speech by practicing lexical and grammatical models on the basis of thematic texts. The proposed types of assignments, to some extent, will help students transform the text, shorten it, select the main thing in it, and then reproduce it sequentially. The author proposed the development of communicative-situational tasks for teaching the professional Russian language to students in the direction of training 750500 “Construction”, profile “Production of building materials, products and structures” (PSK).

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»

2020 ◽  
Vol 81 (2) ◽  
pp. 7-12
Author(s):  
E. L. Erokhina ◽  
O. Yu. Knyazeva
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Russian Language ◽  
Native Culture ◽  
School Subjects ◽  
Methodological Aspects ◽  
Goals And Objectives ◽  
Report Presentation ◽  
The Russian Language

This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the linguistic competence of students formed by the course «Russian language», these courses have their own goals and objectives, as well as the content and teaching methods. It is concluded that the goals of the «Russian language as a mother tongue» course are largely consistent with those of «School rhetoric», including the pedagogical objective of forming students’ respectful attitude towards their mother tongue and native culture; developing students’ civic and patriotic qualities; improving communication skills and speech technique of students; the formation of meta-subject competencies.The content of the «Russian language as a mother tongue» and «School rhetoric» courses overlap in covering the following topics: orthology, speech etiquette, the concept of a communicative situation, language activities, genres of oral and written speech, text as a unit of communication, netiquette, etc. The potential of the rhetoric method in organizing the learning activities aimed at the formation of students’ communicative competence are demonstrated on the example of the topic «Scientific and academic styles. Report, presentation» covered in Year 9 of the «Russian language as a mother tongue» course. The general conclusion is that teachers can use the experience of teaching rhetoric at school when implementing a new course «Russian language as a mother tongue».

scholarly journals ON APPLICATION OF TECHNOLOGIES OF DEVELOPING EDUCATION IN TEACHING RUSSIAN LANGUAGE AT HIGHER EDUCATION INSTITUTION

2020 ◽  
Vol 71 (1) ◽  
pp. 629-635
Author(s):  
G. Zhandykeyeva ◽  
Keyword(s):  
Teaching Methods ◽  
Education Institution ◽  
Educational Process ◽  
Russian Language ◽  
Educational Activity ◽  
Simulation Game ◽  
Language Classes ◽  
Theoretical Thinking ◽  
The University ◽  
The Russian Language

The article is devoted to the use of developing technologies in the study of the Russian language at a university. It describes in detail the methodology used by the author of the article of developing teaching methods and techniques and the organization of various types of productive activities in the Russian language classes at the university. In particular, the experience of applying such various creative, search, imitation and problematic methods is presented. According to the author of the article, teaching methods that activate educational activity include tasks such as “Finish the text”, “Continue the reasoning text, including the argumentative part and conclusions”, constructing the text with phraseological units in it, commentary with comparative analysis, interviews, text editing, simulation game methods, discussion, etc. The article determines that developing education increases interest in the subject, gives an impetus to active participation in educational activities, helps to improve the cognitive and creative capabilities of students. In the process of developing learning, the emotional sphere interacts with thinking and students develop the ability to self-esteem and introspection. The organization of the educational process in the form of search and creative activity using group, pair and individual work contributes to the effective assimilation of educational material and the development of theoretical thinking.

scholarly journals Improving The Effectiveness Of Writing Development Of Medical Students In The Russian Language Classes

2021 ◽  
Vol 03 (05) ◽  
pp. 306-310
Author(s):  
U. E. Akhmedova ◽  
Keyword(s):  
Medical Students ◽  
Writing Development ◽  
Mental Activity ◽  
Russian Language ◽  
Foreign Languages ◽  
Professional Activities ◽  
Language Classes ◽  
Oral Speech ◽  
The Russian Language ◽  
Written Speech

This article provides information that medical students in the process of learning mastered several foreign languages, especially one of the greatest languages - Russian. Students of medical universities should pay special attention not only to oral speech, but also to the development of written speech. Their professional activities are reflected in writing, so they must write competently, perform various types of written work that activate mental activity and increase the literacy of medical students.

scholarly journals Linguocultural features of teaching the russian language as non-native

2021 ◽  
Vol 2 (4) ◽  
pp. 147-151
Author(s):  
N. Tairova ◽  
N. Almatova
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Communicative Competence ◽  
Russian Language ◽  
Language Of Instruction ◽  
The People ◽  
History Of ◽  
Cultural Linguistics ◽  
The Russian Language

This article examines the history of the formation of the concept of "cultural linguistics". Through the analysis of the works of scientists, the dependence of the influence of language on the formation and preservation of the culture of the people is revealed, and the reverse process is shown - the acquisition of language skills by studying the cultural characteristics of native speakers. The article reveals the important role of culturology, cultural linguistics in the system of teaching the Russian language to both its speakers and bilinguals (using the example of groups with the Kazakh language of instruction), as well as foreigners. Using the Russian language as an example, the author analyzes the possibility of using this relationship in teaching methods to increase the effectiveness of learning Russian as a native and non-native language, as well as the successful formation of students' communicative competence. The general features and differences in teaching methods of native speakers of the Russian language, foreigners and those who study the language as a second non-native are given.

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

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language

2018 ◽  
Vol 13 (4) ◽  
pp. 461-468
Author(s):  
Guzel M. Nurullina ◽  
Alexandr F. Muraviyov ◽  
Anastasiya A. Martyanova ◽  
Iskander E. Yarmakeev
Keyword(s):  
Extracurricular Activities ◽  
Personal Experience ◽  
Communicative Competence ◽  
Individual Characteristics ◽  
Russian Language ◽  
Productive Activity ◽  
Educational Impact ◽  
Educational Work ◽  
Knowledge And Skills ◽  
The Russian Language

The article considers the project technology as a way of forming the communicative competence in students during extracurricular activities connected with the Russian language, the importance of this pedagogical technology in the organisation of teaching and educational work that allows the teacher to deepen the knowledge and skills of students obtained during the lesson. The project technology has a wide educational impact on the student in extracurricular activities connected with the Russian language: they reveal individual characteristics and abilities of students; enrich personal experience of students and their cognitive interest and develops the desire to be involved in a productive activity approved by society. The use of project technology in extracurricular classes allows the teacher to consolidate the knowledge of students in the vocabulary and phraseology of the Russian language, expand the vocabulary of students; promotes the development of their speech, logical thinking, improving the skills of expressive reading and the implementation of interdisciplinary communications. Keywords: Project technology, communicative competence, Russian language, extracurricular activities, methods of language teaching

scholarly journals On Opportunities of Dictionary “Response Remarks in Russian Dialogic Speech” by V. T. Bondarenko

2020 ◽  
Vol 28 (4) ◽  
pp. 317-324
Author(s):  
Elena Zakirovna Kireeva ◽  
Keyword(s):  
Russian Language ◽  
Psychological State ◽  
Educational Value ◽  
Cultural Concepts ◽  
Wide Range ◽  
Oral Speech ◽  
Gender Characteristics ◽  
Object Of Study ◽  
Children's Speech ◽  
The Russian Language

Review on «Dictionary of response remarks in Russian dialogical speech» by V. T. Bondarenko. The dictionary is based on a concept that is developed from the idea of dialogism of human consciousness. The object of study is response remarks, i.e. words and phraseological units whose illocutionary purpose is to respond to a word or phrase of another participant of the dialogue. They are characterized by stability in language and reproducibility in speech. Responses are defined as performative signs: they are used to express the psychological state (reaction) of the speaker, caused by an initiative phrase or ”hook”-word. The paper describes macro- and microstructure of the dictionary, characterizes the semantic and syntactic aspects of the response remarks, and enumerates their functions. The author of the review shows a number of ways to use the dictionary. Responses are linked to typical situations and everyday situations of communication (meeting, acquaintance, addressing, attracting attention, etc.), to conversation topics, and therefore, are of interest to researchers dealing with genres of oral speech. Since the responses are connected with the stereotypes of thinking, behavior and mental reactions of Russians, their research is important for ethnolinguists. The dictionary data can enrich linguistic and cultural studies of cultural concepts. Due to the playful (humorous) function inherent to responses, they may be of interest when studying the essence of the comic. The dictionary materials give a systematic idea of the expression of the comic in the Russian language. The open evaluability of response remarks makes them a unique research material for studying the categories of axiology, evaluability, and textual modality. The analysis of the context of responses, the system of marks and illustrations is valuable for researchers of speech culture and speech etiquette. It will be fruitful for psycholinguists developing a theory of reactivity. The dictionary has a wide range of response variations, so it is of great importance for phraseologists who study the variation of set phrases. Studying the response remarks will be useful to researchers of children’s speech as vocabulary, syntax, rhythm of response replicas, and images in them are organical for the child’s perception and can be easily reproduced. For gender studies of language, the research of these units is important because they allow you to get information about gender characteristics, and marks and illustrations – to compare the tactics of speech behavior of men and women. The dictionary has a great educational value for any person, because thanks to the non-standard and unusual material of the dictionary, everyone can enrich their speech.

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