scholarly journals STUDYING CHINESE CULTURE IN THE PRACTICE OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 30-36
Author(s):  
I.Ya. Pak ◽  
◽  
L. Ma ◽  
Keyword(s):  
Foreign Language ◽  
Chinese Culture ◽  
Educational Material ◽  
Russian Language ◽  
Television Program ◽  
Chinese Universities ◽  
Channel One ◽  
Cultural Component ◽  
Practice Of Teaching

The paper defines the role of Chinese culture in the process of teaching Russian as a foreign language on the example of Chinese universities. Textbooks on the course “Chinese Culture” are presented, as well as some authentic video materials about China. Step-by-step work with the plots of the television program “I want to know” (Channel One) is described. The conclusion is made about the possibility of using such videos as educational material in RFL classes. The obtained results showed that the Chinese cultural component should be taken into account when developing courses for Russian language faculties at Chinese universities.

scholarly journals Rol' sobstvenno-otsenochnoy semantiki pri vyrazhenii laskovogootnosheniya v sovremennom russkom yazyke

2021 ◽  
Vol 15 (1) ◽  
pp. 9-21
Author(s):  
Andrey Zaynuldinov Tiarenkov ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Academic Literature ◽  
Emotional Evaluation ◽  
Practice Of Teaching ◽  
Modern Russian

The role of evaluative semantics in expressing tenderness in modern Russian This article is devoted to the study of the Russian language’s valuational units expressing affectionate relations, as well as their lexicographic description. The above-mentioned group of words has not received a proper description in the academic literature in comparison with the nominative-valuative vocabulary with diminutive and inflectional suffixes. Special attention is paid to thematic affiliation as a factor determining the degree of emotional evaluation. Lexical-thematic groups are distinguished – precious, divinity, light, sweetness – which define the expression of tenderness by means of metaphorical names. The traditional ways of expressing tenderness towards children, women and loved ones are highlighted. Cases of the revision, transposition and sensibilization of evaluation semantics were considered. The conclusions of this article can be used in the lexicographic description of Russian vocabulary and in the practice of teaching Russian as a foreign language. Keywords: semantics, valuative meaning, thematic relevance, vocabulary, Russian language

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

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

Learning to Communicate in Russian as a Foreign Language: the Principles, Methods, Techniques, Results

2015 ◽  
Vol 4 (3) ◽  
pp. 36-40
Author(s):  
Буханцева ◽  
Yu. Bukhantseva
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Research Process ◽  
Educational Material ◽  
Russian Language ◽  
Basic Principles ◽  
Basic Category ◽  
The Right ◽  
Learning Trials ◽  
Knowledge In Practice

The principle of learning is the basic category of any technique. In teaching Russian as a foreign language is recommended to follow the principles, is a system of components. The author in the article reflects the most effective methods and techniques of training trials. It is known that training is only effective when students exhibit cognitive activity and interest. Therefore, taking into account the interests of learners, allocated special teaching methods, while properly integrating them to better learn the language. Knowledge of systems identified in the research process of learning Russian as a foreign language will simplify the process of language teaching in the classroom, in accordance with its laws, to display the content of the educational material, to choose the most appropriate forms and methods of teaching, thereby gradually achieving efficiency of mastering RCTs. Foreigners can freely acquire communication in Russian, Russian language to understand and apply this knowledge in practice, if the right to build the learning trials, taking into account the basic principles outlined in this article.

scholarly journals LANGUAGE CLICHÉS IN THE METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
S.V PETROV ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Languages ◽  
Linguistic Terms ◽  
Correct Expression ◽  
Practice Of Teaching

The purpose of this study is to determine the role of language clichés in the practice of teaching foreign languages and, in particular, Russian as a foreign language. In the course of the study, the relevant features of language clichés were identified, including those that distinguish them from phraseological units; the classification of language clichés by the functions of language expressions is made; and the methodology for them in relation to a foreign audience is described. In addition, it was found that the use of clichés as the most stable reproducible linguistic terms in a foreign language, helps to avoid errors associated with the wrong lexical collocation, and also contributes to a more correct expression of thoughts for a given language which in turn makes the communication more effective and responsive to the communicative tasks of its participants. In this regard, language clichés should be paid a special attention, both by researchers and teachers, in this case working with foreigners. It should be kept in mind that there might be no such fixed phrases in the language of foreign students, or they can have a different structure, which means that in many times students cannot independently recognize and purposefully memorize such units; that is why all the necessary semantic work with such language clichés should be carried out in class.

scholarly journals Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals CULTURAL ASPECT IN TEACHING THE RUSSIAN LANGUAGE IN THE UNIVERSITY

2020 ◽  
Vol 72 (2) ◽  
pp. 548-552
Author(s):  
G. Kazhigaliyeva ◽  
◽  
L. Alekeshova ◽  
N. Kairliyeva ◽  
◽  
...  
Keyword(s):  
Russian Language ◽  
Special Role ◽  
Native Culture ◽  
Use Of Data ◽  
Independent States ◽  
Cultural Component ◽  
The University ◽  
National Languages ◽  
The Russian Language

The article discusses the problems of modern linguodidactics, which attaches great importance to the cultural component of the content of education. The development of society is characterized by an increasing interest in the development of national languages and cultures. In the independent states of the CIS, a special role in the development of languages and cultures is played by the functioning of the Russian language, which, due to objective historical, social and linguistic factors, continues to play the role of means of interethnic communication among the peoples inhabiting these states. Accounting for native culture in teaching Russian is a subject of great attention and growing interest of researchers. Interlingual dialogue as one of the ways to improve the efficiency of teaching Russian language, as a means of bringing together different national minds can fully develop only with the integrated use of data from different sciences.

scholarly journals Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

2021 ◽  
Vol 49 (1) ◽  
pp. 276-288
Author(s):  
Ekaterina A. Romanova ◽  
◽  
Marina A. Volkova ◽  
Li Baohun ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Information Technologies ◽  
Chinese Students ◽  
Russian Language ◽  
Chinese Universities ◽  
Modern Information ◽  
Russian Universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

scholarly journals TEXTUAL VS. SCHEMATIC TEACHING MATERIAL IN A LESSON OF RUSSIAN AS A FOREIGN LANGUAGE IN A CHINESE AUDIENCE

2021 ◽  
Vol 1 ◽  
pp. 73-82
Author(s):  
Ekaterina Budnik ◽  
Sofia Bankova ◽  
Maria Shilenko
Keyword(s):  
Foreign Language ◽  
Right Hemisphere ◽  
Chinese Students ◽  
Visual Image ◽  
Educational Material ◽  
Russian Language ◽  
Educational Activity ◽  
Leading Position ◽  
The Right ◽  
Textual Form

The Russian language continues to maintain a leading position as a foreign language in China. Every day students have to work with much information in Russian. According to the confirmed data, the Chinese are representatives of cultures of the right-brain type of thinking. Today some works touch on the psychological and pedagogical aspects and linguo-methodological foundations of teaching Chinese students. The researchers believe it is possible to classify Chinese students as individuals with a significant dominance of the brain's right hemisphere. This is related to the specificity of the cognitive style of their educational activity, which manifests itself in the following features: in an inductive, concrete-nonlinear type of thinking, which allows one to perceive information holistically, at one time, in establishing connections not from word to word, but from image to word, with an important role of a visual image. Leading methodologists and psycholinguists recommend considering the dominance of the right hemisphere to increase the effectiveness and efficiency of teaching Russian as a foreign language to Chinese. Nevertheless, the design of the educational material of the lesson is still formalized in a traditional, textual form. The article aims to experimentally answer the question: in what form, textual or schematic, Chinese students perceive and remember information better. The authors used an experimental method, which consisted in studying the development of educational material depending on the form of presentation: text or schematic. As a result of the experiment, it was revealed that Chinese students make much fewer mistakes when studying the material in a schematic form. 

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