The Russian language: how to teach it so that it becomes “great and mighty”?

2021 ◽  
Author(s):  
Yakov Semenovich Turbovskoy
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Interstate Relations ◽  
Academic Subject ◽  
The World ◽  
Drifting Ice ◽  
Ice Floes ◽  
The Russian Language

Recognizing the undoubted merits of the modern methodology of teaching the Russian language and the undoubted methodologists’ successes achieved in recent decades, we cannot but realize the need not only not to be satisfied with what has been achieved, but, on the contrary, to do everything in our power to search for answers that correspond to the changes taking place in the country and the world. In everything that concerns the Russian language, it was the time that turned out to be surprising in its social energetics as the exponent of a huge set of problems requiring urgent solution. Just as uncontrolled drifting ice floes converge and collide with each other, so at the end of the 20th and at the beginning of the 21st centuries, different layers of issues related to the development of the Russian language, its connections with other languages, interpersonal, interethnic, interethnic and interstate relations collided. Finally, the attitude towards it on the part of the younger generations that have already entered and continue to enter life, including those formed by the academic subject «Russian language». In the article, the author reflects on the meaning of the Russian language, speaks about the methods of teaching it, which are built as methods of teaching a foreign language, and shows that with this approach the language loses its flexibility and liveliness and is filled with formulas and clichés.

scholarly journals “To see the world through the eyes of a Russian person” : review of the dictionary-textbook by Dronov V.V., Sinyachkin V.P., Shlyakhov V.I. The world of animals and birds in the Russian language con-sciousness. Part 1. Wild animals

2021 ◽  
Vol 2 (6) ◽  
pp. 307-311
Author(s):  
Eleonora D. Suleimenova ◽  
◽  
Sandugash K. Sansyzbayeva ◽  
Dana Kh. Akanova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Point Of View ◽  
Wild Animals ◽  
The World ◽  
Original Approach ◽  
The Russian Language ◽  
Linguistic Material

The dictionary-textbook being analyzed has no analogues in the literature for teaching Russian to foreigners. It is based on zoomorphic images of wild animals in Russian language consciousness. The original approach realized by the authors in presenting the linguistic material, tasks and exercises was considered from the point of view of methodology of teaching Russian as a foreign language.

scholarly journals The problem of forming professional competence with the help of the russian language practical courses based on a course In the world of PR

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Alexandr Petrov ◽  
Olga Fisenko ◽  
Rahman Amini Abdul ◽  
Luiza Petrova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Activity ◽  
Wide Range ◽  
The World ◽  
Different Types ◽  
Daunting Challenge ◽  
The Russian Language

The article proves that formation of professional competence with the help of the Russian language is a daunting challenge which the professors of Russian as a foreign language often face. Professional competence is a complex construct including communicative competence. The matter is that the PR specialists’ professional activity presupposes a wide range of business communications strategies, as well as different types of communication and leverage.

scholarly journals Snow in the Russian Language Picture of the World

2013 ◽  
Vol 24 (29) ◽  
pp. 121-130
Author(s):  
Jelena Kazimianec
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Russian Language ◽  
Special Importance ◽  
Unique Character ◽  
Word Combination ◽  
Weather Phenomenon ◽  
The World ◽  
Aesthetic Concepts ◽  
The Russian Language

This article carries out a semantic and pragmatic description of the Russian word снег “snow,” considering its synonymic and word-formation relations, establishing a family of words, and defining the semantic oppositions in which the word “snow” and its separate word usages appear. The author pays particular attention to the pragmatic connotations of this word, placing them against a background of the different foreign language connotations of appropriating words. The article further investigates the group of the words designating the weather phenomena that typically accompany snowfall: метель “a snowstorm,” вьюга “a snowstorm, a blizzard,” буран “a severe snowstorm,” and пурга “a snowstorm, a blizzard,” defining their semantic range and features of how they function in speech. On the basis of an analysis of the facts provided in dictionaries and poetic discourses, the author comes to a conclusion about the existence of a separate semantic group of words with this meaning that proves the special importance of this weather phenomenon for Russians. The analysis also provides a way to determine that, unlike in other languages, the concept of “snow” in the Russian picture of the world is considered as an active figure: the word combination снег идет “it is snowing” is associated with positive concepts about happiness, the novelty of life, satisfaction with Russian aesthetic concepts about beauty, etc. The author proves that words and concepts united by the component “snow” possess a certain romantic nuance in which, it may be claimed, the unique character of Russian culture consists.

scholarly journals ON THE FORMATION OF FOREIGN STUDENTS’ LINGUOCULTUROLOGICAL COMPETENCE IN TEACHING RUSSIAN PRONUNCIATION

2020 ◽  
pp. 140-143
Author(s):  
L.S. Shkurat
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Activity ◽  
Full Participation ◽  
The World ◽  
The Russian Language

The article gives the concept of linguoculturological competence. It is emphasized that the full participation of foreign students in intercultural communication is possible only if they master a certain linguoculturological base. The emphasis is made on the need to form linguoculturological competence in teaching foreigners all aspects of the Russian language and types of speech activity. Based on the experience of the author of the article on teaching Russian pronunciation to foreign students from different countries of the world, examples of materials for phonetic exercises that have high linguoculturological potential are given, some methodological recommendations for their use in teaching Russian as a foreign language are offered.

scholarly journals Comparative analysis of the concept BEAR in language consciousness of the Russian and Chinese people (on the material of explanatory dictionaries)

Neophilology ◽  
2021 ◽  
pp. 25-32
Author(s):  
Meng Wu
Keyword(s):  
Social Sciences ◽  
Comparative Analysis ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Russian Language ◽  
Chinese People ◽  
The World ◽  
The Russian Language ◽  
Dictionary Definitions

We consider the problem of language and concept in the framework of cognitive linguistics. The purpose of the work is to identify the mental differences in the conceptualization of the concept BEAR in the linguistic consciousness of the Russian and Chinese people. We present an approach according to which dictionary definitions are considered as a language representative of a concept called a dictionary word. The dictionary is considered as a collection of our knowledge about the world, which was formed as a result of its conceptualization and categorization. We compare different aspects of the lexeme BEAR in the “Dictionary of the Russian Language” (MAS) edited by A.P. Evgenyeva and the “Xinhua Zidian” edited by the Chinese Academy of Social Sciences: interpretation of the word, its illustrative materials, including phraseological units. In the study of a foreign language, reliance on dictionary definitions allows us to use lexicographic representation of concepts as one of the active and initial methods for understanding and perceiving national mentality.

scholarly journals “The Image of the World in the Word Appeared...” (Based on the Creative Work of the Bilingual Poet Bakhyt Kairbekov)

2021 ◽  
Vol 18 (2) ◽  
pp. 176-184
Author(s):  
Valentsina A. Maslova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Creative Work ◽  
Cultural Interpretation ◽  
National Image ◽  
Poetic Image ◽  
The World ◽  
The Aesthetic ◽  
National Images ◽  
The Russian Language

The purpose of this article is to show that the image of the world of the Kazakh poet, represented by the Russian language, differs both from the Russian image of the world and from the Kazakh, i.e. a foreign language is capable to transform the national image of the world. On the basis of the creative work of the Kazakh poet, translator Bakhyt Kairbekov, the possibility of forming a transnational consciousness through universal and national images is shown. The appeal to his work is due not only to his outstanding talent, but also to the fact that we almost do not know what a modern Kazakh is like, what the world of his ancient homeland is like, nevertheless we live side by side. It was achieved using the method of lingua-cultural interpretation, with the help of which, firstly, the discrepancy between the images of the Kazakh and Russian ethno cultures was revealed, and, secondly, the transformation of the national image of the world was recorded. All the main problems raised in the poetry of Bakhyt Kairbekov draw images of Kazakh culture, the Motherland for him has become one of the main chords of creativity, but in his work there are almost no direct nominations (fatherland, country, etc.), the homeland appears through conjugated images of a horse, heath , freedom, rivers, water, mountains, sky, stars, etc. His poetic image is not a photographic copy of the real world of a Kazakh (heath, mountains, etc.), it contains the attitude of the depicted person to the aesthetic, moral and intellectual values of his people.

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

Next lesson – Let's Go to the Theater!

2021 ◽  
Vol 23 (4) ◽  
pp. 383-389
Author(s):  
Rozalina Dimitrova ◽  
Keyword(s):  
Foreign Language ◽  
Emotional Experience ◽  
Considerable Change ◽  
Russian Language ◽  
Educational Objectives ◽  
Russian Culture ◽  
Creative Abilities ◽  
The Russian Language

Theatrical pedagogics allows for the considerable change of the ordinary school lessons and transforms its educational objectives. The students become stronger in their confidence of their skills to use Russian language as a means of communication and willingness to improve their knowledge. Dramatization in Russian language brings positive emotional experience, cultivates creative abilities in children, adds to their personality, trains interest towards the Russian language and Russian culture. Theatrical lessons create conditions for increasing motivation in studying Russian language with lessons in Russian as a foreign language.

scholarly journals Zastupljenost i obrada antropomorfnih i zoomorfnih frazema u Rusko-hrvatskome frazeološkom rječniku (2019)

2021 ◽  
pp. 107-121
Author(s):  
Branka Barčot
Keyword(s):  
Russian Language ◽  
The World ◽  
The Russian Language ◽  
Animal World

This paper presents the analysis of Russian animalistic phraseological units included in the Russian-Croatian Phraseological Dictionary (2019). In our research we focused on etalons that have the simile structure. Anthropomorphism and zoomorphism are two antipodes of the same reality within the language picture of the world – in our case it is the Russian language picture of the world. We believed that the anthropocentric perspective of the animal world was stronger than the ecocentric perspective, and that it has influenced the Russian language correspondingly, which has led us to the conclusion that there must be more Russian anthropomorphic similes than zoomomorphic similes. But the analysis that we have performed within the frames of the Russian-Croatian Phraseological Dictionary has not proven our hypothesis. The findings of this study suggest that there is an equal number of anthropomorphic and zoomorphic similes within the analyzed phraseological material.

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