scholarly journals THE USE OF THE VERB PRINIYAT (TO ACCEPT) IN THE RUSSIAN LANGUAGE AND ITS EQUIVALENTS IN THE PERSIAN LANGUAGE

2020 ◽  
Vol 30 (3) ◽  
pp. 421-427
Author(s):  
Moghaddam Mohsen Khademi ◽  
Mousa Abdollahi
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Theory And Practice ◽  
Persian Language ◽  
Russian Verb ◽  
Wide Range ◽  
Language Environment ◽  
The Russian Language ◽  
Practice Of Teaching

The object of this paper is the Russian verb priniyat (to accept) which has a wide semantic potential and a wide range of commonly used features in the Russian language. The authors explore various aspects of this verb. At the beginning of the paper, the authors briefly present the etymology of this verb, provide various lexical classifications, restrictions in the use of personal forms of the verb priniyat (to accept), stable combinations and idioms with this verb in the Russian language, and the most common associations with it. Then they give equivalents of this verb in the Persian language. The data presented in the paper can contribute to the theory and practice of teaching Russian as a foreign language in the Persian language environment, primarily in mastering the verbal subsystem due to its connection with other verbs that in some meanings have similar usage.

scholarly journals The Project of Communicative Educational Resource in Russian as a Foreign Language with the Use of V-Learning Technology

2021 ◽  
Vol 19 (1) ◽  
pp. 34-50
Author(s):  
Vladimir A. Zhiltsov ◽  
Igor A. Maev
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Educational Resource ◽  
Learning Technology ◽  
Electronic Resources ◽  
Language Environment ◽  
The Russian Language

The article describes the project structure of an electronic educational resource in Russian as a foreign language which is based on a system of social interaction including a component of virtual simulation of the Russian language environment. The relevance of the study arises from modern trends in the development of communicative language learning and computer technology that provides the need to study and develop new efficient approaches improving the theory and practice of distance learning of Russian as a foreign language. The purpose of the study is to make a theoretical research on drawing up the structure of an electronic educational resource in Russian as a foreign language with the use of a virtual simulator of the Russian language environment as its component. The main methods are observation of modern trends in the development of electronic resources, analysis of research literature, generalization of the authors' empirical experience in the development of prototypes of learning systems based on the technology of virtual worlds and educational and game applications in the Russian language. The research materials are the works of Russian and foreign researchers devoted to the use of virtual reality technology in language learning. In the course of the study, the modern trends in the development of electronic resources were analyzed, and on this basis the basic principles and practical approaches to the formation of an electronic language environment were identified. The study resulted in theoretical and practical provisions considering an electronic educational resource in Russian as a foreign language as a living and self-developing virtual ecosystem. The results can be used to create a communication-oriented electronic educational resource on Russian as a foreign language.

scholarly journals Common problems of teaching russian verbs to persian language students using russian-persian bilingual dictionaries as a teaching tool

2020 ◽  
Vol 6 (4) ◽  
pp. 103-111
Author(s):  
M. R. Mohammadi ◽  
M. Ahmadi ◽  
H. Baharloo ◽  
S. S. Ghalebandi
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Educational Levels ◽  
Bilingual Dictionaries ◽  
Persian Language ◽  
Russian Verb ◽  
Verb Forms ◽  
Common Problems ◽  
Iranian Students ◽  
The Russian Language

This article studies the Russian verb and its grammatical and semantic information in three dictionaries by Klevtsova S. D., Voskanyan G.A., Ovchinnikova I.K., which are the most relevant diction-aries at present and most often used while learning the Russian language in Iranian universities. In this work the problems with which Iranian students are faced while searching verb forms in these dictionaries are considered. By comparing these dictionaries in terms of the content and information contained in each entry, the author lists the differences between these dictionaries and points out the lack of some information necessary for Iranian students to learn. It seems that updating the content of the mentioned diction-aries will not only help to optimize the Russian language learning process by Iranian students at different educational levels, but also to solve translation problems.

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 Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages

Litera ◽  
2021 ◽  
pp. 80-89
Author(s):  
Лянь Цзинь
Keyword(s):  
Foreign Language ◽  
Comparative Research ◽  
Semantic Analysis ◽  
Chinese Language ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Time Frequency ◽  
The Subject ◽  
The Russian Language

This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.

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 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.

Some Trends of Modern Methodology in Teaching Russian as a Foreign Language

2018 ◽  
Vol 7 (1) ◽  
pp. 47-51 ◽  
Author(s):  
Алевтина Дейкина ◽  
Alevtina Deykina ◽  
В. Янченко ◽  
V. Yanchenko
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Testing System ◽  
Russian Culture ◽  
Multimedia Teaching ◽  
Wide Range ◽  
Oral Speech ◽  
Information And Communication ◽  
Working Out ◽  
The Russian Language

The article reviews some modern trends in teaching Russian as a foreign language. Methodology is presented as an intensively developing science. Its priorities are closely linked with the Russian language and its role in intercultural field. While considering modern methods of teaching Russian as a foreign language, several issues can be raised. First, to preserve scientific accuracy as implementation of principle of academic study of the subject. Second, to stick to systematic approach in presenting Russian language system. Third, to promote interest and respect to Russian culture and the Russian language. There is a wide range of concepts taken into account that make up the theoretical basis of modern researches. These are systematic, communicative, cognitive and some others. There is a significant tendency to draw attention to formation of complex of communicative and culture-based concepts. Issues addressing the developing of speech skills (oral speech researched into in later works) are considered through interdisciplinary links and branches of other fields such as philosophy, culturology, psyhology, psyholinguistics and sociology. Issues of development and implementation of information and communication technology, of multimedia teaching tools, improvement of testing system as well as the system of evaluating of personal achievements are up-to-date. Profound interest in working out nationally-oriented methods can be seen. The importance of taking into account native language peculiarities is emphasized. Comparison between the Russian culture and the culture of other nations is done. The importance of integral learning of Russian as a foreign language is noted.

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 Information and communication technologies and the formation of cross-cultural communication skills in a foreign language environment

2020 ◽  
Vol 26 (4) ◽  
pp. 76-88
Author(s):  
A. V. Lentovskaya
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Speech Acts ◽  
Educational Environment ◽  
Russian Language ◽  
Learning System ◽  
Pragmatic Language ◽  
Cross Cultural Communication ◽  
Language Environment ◽  
The Russian Language

The article discusses the various possibilities of using ICTs in teaching Russian as a foreign language at the University of Pisa and the methods of working with a modern virtual educational environment. A brief description of the modern educational environment (and, more broadly, ecosystem) that has developed under the influence of informatization, computerization and digitalization of society in the late XX — early XXI centuries is proposed. The paper also focuses on the ways in which the Blended learning approach as an integration of classroom and online learning is put in practice by using the E-learning system and Moodle tools. Particular attention is paid to the methodology of working with the multimedia corpus of the Russian language MURCO in teaching grammar. In particular, it is demonstrated that the use of the corpus allows developing pragmatic language competence and mastering adaptation mechanisms for the adequate implementation of communicative intentions within any social scenario. In language teaching, the recognition of the need to study pragmatics using corpus data is due to the fact that the design of the verbal-semantic and linguo-cognitive levels of the secondary language personality is not enough to form a stable communicative skill. Reaching the third and the highest, i.e. pragmatic level of functioning of the secondary language personality, which allows to realize communicative-activity needs, is impossible without immersion in the environment (which can be artificially recreated) of the language being studied. In particular, it will be demonstrated how the analysis of micro-dialogs from the MURCO corpus, illustrating imperative speech acts, allows not only to describe the elements of the “expanded” semantics of the imperative mood in the Russian language, but also to reveal the socio-pragmatic factors of its use.

scholarly journals Teaching Russian in a closely-related Slovak environment

2021 ◽  
Vol 19 (2) ◽  
pp. 191-206
Author(s):  
Elena M. Markova ◽  
Roman Kvapil
Keyword(s):  
Foreign Language ◽  
Slovak Republic ◽  
Word Formation ◽  
Russian Language ◽  
State Institute ◽  
Motivation For Learning ◽  
The Status ◽  
Education Statistics ◽  
Language Environment ◽  
The Russian Language

The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.

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