STUDYING THE TOPIC "SOCIAL PROBLEMS" IN A CLASS ON RUSSIAN AS A FOREIGN LANGUAGE AT A LAW SCHOOL (FROM THE EXPERIENCE OF TEACHING)

2020 ◽  
Author(s):  
Виктория Владимировна Зорина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Social Problems ◽  
Law School ◽  
Actual Problem

Статья посвящена актуальной проблеме обучения студентов-иностранцев русскому языку. Представлен опыт проведения занятия по теме «Социальные проблемы». Как показывает практика, включение разнообразных лексико-грамматических заданий, использование видеоматериалов повышает интерес иностранных обучающихся к занятиям, способствует совершенствованию коммуникативно-речевой компетенции. The article is devoted to the actual problem of teaching Russian to foreign students. The experience of conducting a class on the topic "Social problems"is presented. As practice shows, the inclusion of a variety of lexical and grammatical tasks, the use of video materials increases the interest of foreign students in classes, contributes to the improvement of communicative and speech competence.

STUDY OF THE TOPIC "CHOOSING A PROFESSION" IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES AT A LAW SCHOOL

2021 ◽  
Author(s):  
Виктория Владимировна Зорина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Law School ◽  
Speech Communication ◽  
Actual Problem ◽  
Language Classes

Статья посвящена актуальной проблеме обучения иностранных слушателей-будущих юристов русскому языку. Представлены варианты заданий по теме «Выбор профессии». Выполнение иностранными слушателями указанных заданий способствует обогащению словарного запаса обучающихся в рамках изучаемой темы, расширению профес-сионального и общеобразовательного кругозора, воспитанию культуры речевого общения. The article is devoted to the actual problem of teaching Russian to foreign students-future lawyers. The variants of tasks on the topic "Choosing a profession"are presented. The implementation of these tasks by foreign students contributes to the enrichment of the students ' vocabulary within the framework of the topic under study, the expansion of professional and general educational horizons, and the education of a culture of speech communication.

ABOUT PARTICIPATION OF STUDENTS OF TRAINING COURSES FOR FOREIGN SPECIALISTS IN OLYMPIADS IN RUSSIAN

2021 ◽  
Author(s):  
Виктория Владимировна Зорина ◽  
Аружан Амангельдыкызы Сармалаева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Language Teaching ◽  
Russian Language ◽  
Actual Problem ◽  
Special Place ◽  
Training Courses ◽  
Internal Affairs ◽  
The Russian Language

Статья посвящена актуальной проблеме изучения иностранными обучающимися русского языка. Особое место в обучении русскому языку как иностранному занимает внеаудиторная работа, включающая олимпиады и конкурсы. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в студенческой Интернет-Олимпиаде СФУ по русскому языку. The article is devoted to the actual problem of studying the Russian language by foreign students. A special place in teaching Russian as a foreign language is occupied by extracurricular work, including Olympiads and competitions in Russian language teaching. The article presents the experience of participation of students of the training courses for foreign specialists of the SIBUIIA of the Ministry of Internal Affairs of Russia in the SFU student Internet Olympiad in the Russian language.

scholarly journals The Relevance of Using Audiovisual Teaching Aids in Russian Language Classes for Foreign Students of Engineering and Technical Profile

2019 ◽  
pp. 200-213
Author(s):  
I.V. Chechik
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Professional Competence ◽  
Cross Cultural ◽  
Russian Language ◽  
Visual Aids ◽  
Actual Problem ◽  
Teaching Aids ◽  
Training Materials ◽  
Listening Strategies

The article is devoted to one of the most actual problem of modern linguodidactics namely finding ways to optimize the process of teaching Russian as a Foreign Language in the context of job-oriented training. In the order to justify the relevance of using audio-visual aids at the lessons of Russian as a Foreign Language for engineering and technical profile students the author analyzes the methodological potential of audio-visual aids and describes some teaching techniques to facilitate listening comprehension of authentic audio-visual texts, for example effective listening strategies and textmapping. The concept of authenticity of audio-visual aids as a very important criterion for educational purposes is substantiated in the article. Taking into account the modern teachers experience the author emphasizes the importance of the cross-cultural value of audio-visual training materials for building cross-cultural competence as one of the most important characteristic of successful engineers and technicians. The article concluded that using modern authentic and original audio-visual aids in the process of studying Russian as a foreign language based on the principle of clarity, the principle of interconnected learning to types of speech activity, the principle of authenticity, the principle of interactivity, communicative and professional competence, is an effective way to constitute communicative and professional competence of foreign engineering and technical profile students.

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.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

scholarly journals Peculiarities of Development and Use of an Electronic Course on in RAF at Pre-University Stage (Based on the MOODLE E-Platform)

2021 ◽  
pp. 141-143
Author(s):  
Alena V. Podkorytova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Self Control ◽  
University Training ◽  
Methods Of Control

The article deals the variety of possibilities of the Moodle electronic platform for developing e-courses in Russian as a foreign language at the stage of pre-University training of foreign students. The necessity of including this type of training in the work at international preparatory faculties is justified. The types of tasks using the interactive features of the system, methods of control and self-control are defined, and the examples of task structuring and how to perform them are given.

scholarly journals Developing the scale of writing, speaking, listening, reading self-efficacy for learners of Turkish as a foreign language

2019 ◽  
Vol 14 (4) ◽  
pp. 676-693
Author(s):  
Dilek Unveren
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Foreign Language ◽  
Self Efficacy ◽  
Foreign Students ◽  
Item Analysis ◽  
The Self ◽  
Listening Skills ◽  
Sample Group ◽  
Confirmatory Factor

The aim of this study is to develop a scale to measure Turkish reading, listening, speaking and writing self-efficacy of foreign students in Turkey. The sample group of this study consists of 412 foreign students studying in TOMER. At the first phase, four sets of items consisting of 200 items were prepared as a data collecting tool. Eliminating 90 of the items upon expert evaluations, a draft scale consisting of 110 items was applied to mentioned foreign students. The data obtained from the study were analysed by item analysis, exploratory and confirmatory factor analysis methods. At the end of the study, the self-efficacy scale of Turkish reading, writing, speaking and listening skills, which consists of 94 items and targets foreigners who learn Turkish as a foreign language, was found to be a reliable and valid scale. Keywords: Self-efficacy scale, learning Turkish as a foreign language.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

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