scholarly journals IMPLEMENTATION OF DOCUMENTARY FILM IN TEACHING RUSSIAN

2019 ◽  
pp. 52-61
Author(s):  
Mexriniso YARMATOVA ◽  
Shokhida TURAEVA
Keyword(s):  
Documentary Film ◽  
Active Role ◽  
Russian Language ◽  
Documentary Films ◽  
State University ◽  
Visual Aids ◽  
Language And Literature ◽  
Language Classes ◽  
Economic Institute

Visual aids play active role in teaching Russian language because they enable students learning the language in better way, giving them opportunity to realize the topic much more as today’s effective method. This paper highlights some ideas of scholars’ for the use of visual aids (e.g., animation videos, documentary films), and an experiment carried out with the staff at the Department of Uzbek and Russian languages, Karshi Engineering-Economic institute as well as with the professor-teachers at the Department of Russian language and literature, Karshi State university, Karshi, Uzbekistan, in order to find out their attitudes according to the use of documentary films in Russian language classes. The findings are shown in the below-mentioned diagram. Рус тилини ўқитишда кўргазмали қўлланмалар самарали замонавий методлардан бири бўлиб, ўқувчиларга тилни мукаммал ўрганишга, мавзуни чуқурроқ англашга ёрдам беради. Мақолада, олимларнинг кўргазмали қўлланмалардан фойдаланишига бўлган муносабатлари ҳақида айрим фикрлари келтирилган(масалан, анимацион виделроликлар, ҳужжатлифильмлар), ҳамда рус тили дарсларида ҳужжатли фильмлардан фойдаланишга бўлган муносабатларини ўрганишда Қарши мухандислик-иқтисодиёт институтининг “Ўзбек ва рус тиллари” кафедрасида, ҳамда Қарши Давлат университетининг “Рус тили ва адабиёти”кафедрасидаги профессор-ўқитувчилар билан сўровнома ўтказилди, Қарши Ўзбекистон Олинган натижалар қуйидагидиаграммада келтирилган. Наглядные пособия играют важную роль в обучении русскому языку, так как они помогают учащимся лучше изучать язык, даютим возможность лучше осознать тему. В статье приводятся мненияпреподавателей и ученых в отношении использования наглядных пособий (например, анимационных видеороликов, документальных фильмов), а также описывается эксперимент, проведенный преподавателями кафедры узбекского и русского языков Каршинского инженерно-экономического института и кафедры русского языка и литературы Каршинского государственного университета для выяснения их отношения к использованию документальных фильмов на занятиях по русскому языку. Полученные результаты показаны на диаграмме.

scholarly journals Pedagogic conditions for the formation of the communicative culture of bachelors in the process of preparing for pedagogic practice in a suburban children's sanatorium

2021 ◽  
Vol 26 (4) ◽  
pp. 147-153
Author(s):  
Tat’yana I. Belova I. Belova ◽  
Mariya A. Somkina ◽  
Tat’yana V. Sutyagina
Keyword(s):  
Teaching Practice ◽  
Russian Language ◽  
Foreign Languages ◽  
State University ◽  
Professional Counselor ◽  
Language And Literature ◽  
Definition Of ◽  
Communication Control ◽  
Communicating With Children ◽  
Development Of Students

The article defines the importance of communicative activity in the pedagogic process and examines the process of forming the communicative culture of the future pedagogue as the basis of “subject-subject” interaction. The definition of the concept of psychological readiness for the implementation of pedagogic activity is given, including three areas of actualization – motivational, cognitive and activity. The study was conducted on a sample of students of the group “Foreign languages”, “Russian language and literature” (50 people) of Kostroma State University within the framework of the discipline "School of a professional counselor". It is established that the bachelors who have completed their internship, are aimed at acquiring knowledge necessary for the implementation of professional pedagogic activities. Summer teaching practice has become a powerful resource for the development of students' communicative culture – the motivation for communicating with children has increased, the ability to plan and rebuild communication programmes, organise activities, exercise communication control, show creativity in communication, analyse its results, and see their own mistakes have been formed.

scholarly journals Results of the international project on publishing the works of Gertsel’ Shklyar

2021 ◽  
Vol 27 (3) ◽  
pp. 264-268
Author(s):  
Galina D. Neganova ◽  
Veranika N. Kurcova
Keyword(s):  
Russian Language ◽  
International Project ◽  
State University ◽  
National Academy Of Sciences ◽  
Pedagogic Institute ◽  
Language And Literature ◽  
Card Index ◽  
Academy Of Sciences ◽  
The Russian Language ◽  
Russian Dictionary

At late December 2017, in pursuance of the previously concluded international agreement on cooperation between Kostroma State University and the Centre for Research of Belarusian Culture, Language and Literature of the National Academy of Sciences of Belarus, a three-year work plan was approved. It included a project aimed at systematisation, scientific interpretation and preparation for publication of the heritage of Gertsel Shklyar, a talented linguist who, in the mid-20th century, contributed a lot to Belarusian linguistics, Russian linguistics, hebraistics. In the course of the project, previously unknown facts of Gertsel’ Shklyar’s biography, summary of the results of his scientific activities during his work at the Belarusian Academy of Sciences (the 1930s) and Kostroma Pedagogic Institute (the 1940s–60s) were disclosed. The linguistic scientist worked actively in the field of Belarusian studies – he participated in the compilation of the Belarusian-Russian and Russian-Belarusian dictionaries, studied Polonisms in the Belarusian language, worked on amending the existing Belarusian-language spelling, on the creation of university textbooks on the modern Belarusian language. Together with Sof’ya Rokhkind, he created the USSR’s first “Yiddish-Russian Dictionary (Jewish-Russian Dictionary)ˮ. Research in the field of the Russian language was mainly dialectological. Gertsel’ Shklyar laid the foundations for the card index of Kostroma regional dictionary. The article examines the results of the international project, highlights the events dedicated to the presentation of the book of selected works by Gertsel’ Shklyar.

„Мировая русистика” в журналe «Русский язык за рубежом» - специальные выпуски

2021 ◽  
Vol 2 (24 A) ◽  
pp. 183-199
Author(s):  
Halina Uchto
Keyword(s):  
International Association ◽  
Russian Language ◽  
State University ◽  
Language And Literature ◽  
Moscow State University ◽  
The Russian Language

The present paper aims to detail the profile of the scientific-didactic illustrated journal “Russian Language Abroad”, established by International Association of the Russian Language and Literature Teachers and State Russian Language Institute and set in Lomonosov Moscow State University. A new project carried out by Pushkin State Russian Language Institute in Moscow involves a compilation of special issues of “Russian Language Abroad” under the title “Russian Studies Worldwide”.

On the Principles of Working with Concepts during Russian Language and Literature Lessons

2020 ◽  
Vol 81 (1) ◽  
pp. 7-14 ◽  
Author(s):  
M. I. Shutan
Keyword(s):  
Russian Language ◽  
Scientific Publications ◽  
Lexical Meaning ◽  
Classroom Activities ◽  
Russian State ◽  
Language And Literature

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

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