scholarly journals HISTORICAL PREFERENCES, MODERN TRENDS AND RUSSIAN LANGUAGE PROFICIENCY IN INTERNATIONAL EDUCATION

PRIMO ASPECTU ◽  
2021 ◽  
pp. 87-93
Author(s):  
Larissa F. BELYAKOVA ◽  
Tatiana L. SIDOROVA ◽  
Yulia V. PETRUNEVA
Keyword(s):  
International Education ◽  
Language Proficiency ◽  
Professional Education ◽  
Foreign Students ◽  
Russian Language ◽  
Historical Dynamics

This paper considers trends in the highly competitive sphere of international education in a historical dynamics and the importance of Russian language proficiency in professional education for foreign students.

scholarly journals THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

2019 ◽  
Vol 11 (1) ◽  
pp. 56-62
Author(s):  
Daniya Abuzarovna Salimova ◽  
Leysan Atlasovna Akhmetova
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Cultural Knowledge ◽  
Russian Language ◽  
Teaching Methodology ◽  
Mathematical Methods ◽  
School Students ◽  
Field Methods ◽  
Reading Interests ◽  
Interview Survey

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

scholarly journals Language Transfer: Dominant Channels in Perception

2021 ◽  
pp. 195-208
Author(s):  
Yana V. Datiyeva ◽  
Tatiana Yu. Tameryan
Keyword(s):  
Cognitive Style ◽  
Language Proficiency ◽  
Foreign Students ◽  
Cognitive Linguistics ◽  
Russian Language ◽  
Speech Compression ◽  
Native Languages ◽  
Oral Speech ◽  
Indian Students ◽  
The Russian Language

The paper covers a range of issues related to the specifics of Russian language mastering by Indian students studying in English and Russian. The research is based on an integrative methodological platform that combines approaches to multilingualism formation from the standpoint of psychological linguistics, cognitive linguistics, the theory of language contacts, discourse and communication science. The research involves the techniques of psychological and semantic analyses and verbal associations, the methods of contextual analysis and comparison. The material of the paper is the data obtained from online surveys of Indian students who have been studying at universities in North Ossetia-Alania for six years (elementary and pre-intermediate levels of Russian language proficiency). The study is aimed at identifying perception channels that represent the features of foreign students cognitive style in the Russian natural environment, descripting level-by-level interfering influence of native languages and weak interference of English. Based on text fragments and lexical units, vectors and methods of interlingual interference were demonstrated, its leading types were determined, that are phonetic, phonemic, graphemic, phonemic-graphemic, morphological and lexical. The role of English as a communicative mediator is defined. The analysis done confirmed complex application of auditory, visual and kinesthetic channels at the information input, and revealed the dominance of the auditory perception channel at the information output while learning the Russian language by Indian students. The Indian students cognitive style tends to be simplified through contamination of written and oral speech, compression, abbreviations usage, intensification of associative and semantic links. Strategies for using Internet translation, imitation of mastering the Russian language, literal translation from English into Russian, strategies for the implementation of graphic, phonetic-graphic principles of writing, phonemic and grammatical reduction were identified as the basic communication strategies of Indian students learning Russian.

Game technologies in the study of russian as a foreign language

2020 ◽  
pp. 62-70
Author(s):  
Elena Nikolaevna Chugunova
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Foreign Students ◽  
Sociological Theory ◽  
Educational Games ◽  
Active Form ◽  
Russian Language ◽  
Motivation For Learning ◽  
The Individual

This work is devoted to the use of gaming technology in teaching Russian as a foreign language to Chinese undergraduates, at the Moscow State University named after M.V. Lomonosov at the faculty of teacher education. A typology of educational games is given. The crucial role of overcoming the language barrier in the socialization of Chinese students in Russia is emphasized. The contribution of the sociological “theory of roles” to training using game technologies is considered, and the relationship of the individual with the environment that surrounds her is shown, and how this connection is realized in the performance of various social roles. The games that we use when teaching at various levels of Russian language proficiency for the study and development of lexical and grammatical material are presented. The positive and negative aspects of the use of games in the training of foreign students are analyzed. It is concluded that the use of gaming technologies in teaching Russian as a foreign language is also an exercise for a more active form of adaptation to other new cultural life models, to mastering skills in interpersonal communication in the context of another cultural matrix, recorded primarily in the language. During the game, there is an increase in motivation for learning, interest in studying the subject is growing, activity in learning is increasing, and as a result, the level of language proficiency improves.

scholarly journals Education and science in Russia: state and development potential. Yearbook. Issue 5

2020 ◽  
Author(s):  
Pavel Аleksandrovich Arefiev ◽  
Keyword(s):  
International Education ◽  
Foreign Students ◽  
Russian Language ◽  
Educational Organizations ◽  
Scientific Organizations ◽  
Foreign Countries ◽  
Science In Russia ◽  
World Class ◽  
Russian Education ◽  
And Training

The Yearbook contains articles of a general theoretical, historical and applied nature concerning Russian education and science. The activities of world-class scientific and educational centers and the sectoral system of international scientific and educational cooperation, various problems of Russian educational organizations, including those related to their optimization, trends in socialization and professional orientation of young people are covered. A number of articles are devoted to international education and training of foreign students in Russia, the use and study of the Russian language in schools and universities of foreign countries. The Yearbook is written for employees of Russian educational and scientific organizations, students and graduate students of sociological and pedagogical faculties, as well as to anyone interested in trends in the development of domestic and international education and science.

scholarly journals A. I. SOLZHENITSYN’S LITERARY TEXT AS A SIGNIFICANT MEANS OF COGNITION BY FOREIGN STUDENTS OF THE MENTAL PECULIARITIES OF NATIVE RUSSIAN PEOPLE: LINGUISTIC AND METHODOLOGICAL ASPECT OF THE RESEARCH PROBLEM

2021 ◽  
pp. 217-224
Author(s):  
Виктория Михайловна Швецова ◽  
Наталья Александровна Гончарова
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Research Problem ◽  
Foreign Student ◽  
Russian Language ◽  
Methodological Aspect ◽  
Individual Author ◽  
Foreign Speakers ◽  
The Individual ◽  
Linguistic Aspect

В статье рассмотрены лингвометодические аспекты, связанные с обучением студентов-иностранцев (инофонов) русскому языку как иностранному на продвинутом уровне на примере работы с текстами А. И. Солженицына. Художественные тексты писателя изобилуют индивидуально-авторскими единицами, созданными по неизвестной или знакомой в современном русском языке модели. Подчеркивается, что сложность обучения инофонов русскому языку на базе художественных текстов А. И. Солженицына вызвана необходимостью самому преподавателю в полном объеме владеть тонкостями стиля писателя. Лингвистический аспект данной статьи позволяет осознать специфику структурного состава индивидуально-авторских единиц А. И. Солженицына. В рамках методического аспекта подобные слова с измененным правописанием или семантической природой расширяют кругозор студента-иностранца, повышая не только уровень его владения русском языком, но и культурный уровень в целом. Активизируются широкие возможности для общения со студенческой аудиторией и преподавателями, а также для наиболее полного понимания всех коннотативных признаков коммуникативной ситуации. Нами выявлено, что при создании индивидуально-авторских единиц прослеживается определенная поэтапность, которая может быть положена в основу разработки ряда приемов обучения, отражающих факт поэтапной концептуализации в сознании студентов-иностранцев значимых особенностей менталитета русскоговорящих людей - носителей языка. The article deals with the linguistic and methodological aspects related to teaching foreign students Russian as a foreign language at an advanced level by the example of working with the texts by A. I. Solzhenitsyn. Literary texts of the writer abound in individual author units created according to an unknown or familiar model. It is emphasized that the complexity of teaching Russian to foreign speakers based on the texts by A. I. Solzhenitsyn is caused by the need for the teacher to fully master the subtleties of the style of A. I. Solzhenitsyn. The linguistic aspect of this article allows us to get into the specifics of the structural composition of the individual author’s constructions of A. I. Solzhenitsyn. Within the methodological aspect, such words with a changed spelling or a changed semantic nature expand the horizons of a foreign student, increasing not only the level of Russian language proficiency, but also the cultural level in general, giving a foreign student greater opportunities not only to communicate with the student audience and teachers, but also to better understand all the connotative signs of a communicative situation. We found that when creating individual author units, there is a certain step-by-step approach, which can be used as a basis for developing a number of teaching methods that reflect the fact of step-by-step conceptualization in the minds of foreign students of significant features of the mentality of Russian native speakers.

Teaching the culture of speech to foreign students on the basis of texts about the aesthetics of the Russian language

2021 ◽  
pp. 125-133
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Communication ◽  
Language Knowledge ◽  
Training Courses ◽  
The Subject ◽  
The Russian Language ◽  
Written Speech

The subject of the research is the analysis of the study by foreign students of texts about the aesthetics of the Russian language in the classroom for the development of oral and written speech. The purpose of using such texts is the development of the culture of speech of foreign students, the development of their aesthetic speech ideal, communication skills, interests, feelings, emotions. In the process of such work, foreign students get acquainted with the Russian language worldview, they have a desire to study the Russian language more seriously and deeper, learning its wealth, beauty and grace. The methodic principles of working with these types of texts are de-scribed, a detailed analysis of the pre-text, text and post-text analysis of the text by K.G. Paustovsky in the classroom with foreign students with a level of Russian language proficiency B1-B2. The relevance of working with texts on the aesthetics of the Russian language and speech in the classroom on Russian as a foreign language is substantiated, since it contributes to the develop-ment of language knowledge, skills and abilities of students, forms their cultural competence, artistic thinking, the desire to speak Russian, relying on aesthetic samples from the studied texts. The research results can be used in practical classes with foreign students in the process of teaching the following training courses: “Development of oral and written speech”, “Russian literature”, “Practice of speech communication”, “Corrective vocabulary course”, “Speech etiquette”, “Russian culture”, etc.

scholarly journals CENTER FOR OPEN EDUCATION USING THE RUSSIAN LANGUAGE: EXPERIENCE IN IMPLEMENTING THE PROJECT

2021 ◽  
Vol 35 (1) ◽  
pp. 22-27
Author(s):  
Vladimir N. Artamonov ◽  
◽  
Iulia G. Baykova ◽  
Elena F. Galushko ◽  
Elena V. Zakharova ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Russian Federation ◽  
Foreign Students ◽  
The State ◽  
Russian Language ◽  
Open Education ◽  
Language Experience ◽  
State Program ◽  
The Russian Federation ◽  
The Russian Language

The article presents the activities of the Center for Open Education in Russian (hereinafter — COER), created at the Ulyanovsk State Pedagogical University named after I. N. Ulyanov with the support of the State Program «Scientific, methodological and staffing support of teaching the Russian language and the languages of the peoples of the Russian Federation», which is a subprogram «Improving the management of the education system» of the state program of the Russian Federation «Development of education». During December and January 2020, the staff of the COER organised a number of educational courses for foreign students, conducted educational events that promote the popularisation of the Russian language in the world and increase the level of Russian language proficiency, the competitive positioning of open education in Russian and teaching the Russian language in the global educational space. The authors share the experience of the COER, acquaint readers with the results of the questionnaire survey of the participants and name the nearest prospects for the development of the established Center.

scholarly journals Models of implementation of the virtual educational environment in the process of teaching

2021 ◽  
Vol 273 ◽  
pp. 12128
Author(s):  
Sergey Kotov ◽  
Igor Nefedov ◽  
Andrey Panteleev ◽  
Nina Kotova ◽  
Grigory Kotov
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Language Teaching ◽  
Teaching Quality ◽  
Learning Model ◽  
Educational Environment ◽  
Russian Language ◽  
Virtual Space ◽  
Teachers And Students

This article deals with the problem of choosing the most optimal teaching model for teaching Russian as a foreign language. The purpose of the research is to identify and analyze possible models for the introduction of a virtual educational environment in the process of teaching Russian as a foreign language, and to determine the criteria for the effectiveness of these models. The article is based on the following practical methods: observation of classroom and extracurricular communication between teachers and foreign students, questioning of teachers and students, the method of experiment. Five models of the introduction of virtual educational environment into the practice of teaching Russian as a foreign language are identified and analyzed, and the functional capabilities of platforms and applications used in online learning are described in detail. The main problems that arise for foreign students while fully converting Russian language teaching into a distance format are identified. Russian language teaching quality is determined by three main criteria that affect the quality of teaching Russian to foreign students in a distance format using a virtual educational environment: the level of Russian language proficiency, the motivation of the student, and the language/discipline section being studied. The mixed learning model, which combines traditional classroom learning with parallel online broadcasting of classes in a virtual space, is currently the most optimal model for implementing a virtual educational environment in the teaching process. When using the mixed learning model, the necessary competencies are acquired by both students studying in the classroom and those students who, due to various circumstances, study in a distance format. The mixed education model allows the student to make a deliberate choice between traditional and innovative models, making it possible to switch from one model to another directly in the learning process.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

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