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.

scholarly journals Text in the system of development of native and foreign speech activity: the relationship of the linguistic base of education in school and HEI

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Transfer Of Knowledge ◽  
Speech Activity ◽  
School Programs ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

The article deals with the problem of interrelation of linguistic base of development of native and foreign speech activity of schoolchildren and students. The authors identify the actual difficulties experienced by Chinese students in mastering the Russian language at an advanced stage in the University, and justify the assumption that one of the reasons for difficulties in the creation of a complete text is in the margin of the linguistic base (insufficient information about the text) development of native language activity in the school to the needs of foreign language teaching at the University . In search of the reason, the authors carry out a comparative analysis of school programs in the native language of the two countries - Ukraine and China – and provide an opportunity for the pedagogical community to get acquainted with the content of training on the development of speech activity, with the structure of programs in order to understand and choose a more effective way of building the program and filling it with the necessary content from the field of linguistics of the text. This information, according to scientists, is the basis for the development of both native and foreign speech. Strengthening the school base for the development of a speech activity in the field of the native language will contribute to the transfer of knowledge and skills from the field of the native language to the field of foreign language and, thus, overcome the difficulties in mastering the ability to create a complete text in a foreign language, since the laws of construction of the text are similar in different languages. The continuity of knowledge between the links of the educational system in this aspect is an important condition for the effectiveness of mastering communicative competence, and its observance is the care of the compilers of programs and textbooks.

scholarly journals Distance learning in the university foreign language environment through the eyes of Chinese students

2021 ◽  
Vol 53 (5) ◽  
pp. 125-138
Author(s):  
Inga Y. Smelkova ◽  
◽  
Ekaterina N. Tuana ◽  
Svetlana A. Gubareva ◽  
Irina A. Krasnova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Chinese Students ◽  
Russian Language ◽  
Alternative Form ◽  
Administrative Services ◽  
Language Environment ◽  
The University ◽  
The Russian Language

Introduction. With the transition of universities around the world to distance learning during the pandemic of COVID-19, the higher education has become the global and accessible, and competition between universities in the international educational market has increased. The opinion of Chinese students about distance learning as an alternative form to the traditional in-person education at Russian university is an important criterion for the evaluation of university's ability to retain and attract the foreign students to study in Russia in an environment of competition among the universities, as the Chinese students exactly are make up the majority among the foreign students of Russian universities. The purpose of the study is to find out the opinion of Chinese students about the distance learning format at the Russian university from the point of view of influence it on the formation of communicative competence in Russian language and adaptation to a foreign language environment of university. Materials and methods. The 100 Chinese students of 1-4 years of the Humanitarian Institute (HI) and 57 students of the 1st year of the Institute of Industrial Management of Economics and Trade (IIMET) of Peter the Great St. Petersburg Polytechnic University took part in the survey. The research methods are analysis and systematization of student’s answers to questionnaires, content analysis. Results and discussion. The results of the research showed: 1) the Chinese students in general assess the distance learning format as more comfortable (89% – comfortable, 3% – not comfortable) in comparison with in-person (43% – comfortable, 54% – not comfortable) education in the psychological aspect, which is associated with their national characteristics (75% of students are not afraid to answer in front of other students in a distance format, 89% of students feel more comfortable in distance classroom lessons); 2) the students do not experience the difficulties in using the new technical programs and Internet resources (56% – no difficulties; 24% – yes difficulties; 20% – no answers); 3) the formation of communicative competencies in the Russian language largely depends not on the format of learning (68% of students like to study Russian in distant format, 59% are satisfied with their success in learning Russian), but on the readiness and individual skills and abilities of the learner to study (58% of students note they use knowledge of the Russian language in the classroom) and on the teacher skills and abilities in the work in a distance format (75% of students note the importance of presentation materials prepared by the teacher); 4) the difficulties in adapting to the foreign language environment of the university are associated with the level of proficiency in the Russian language and the cultural traditions of the countries (74% of students note difficulties in communicating with the administrative services of the university, 64% of students do not use Russian to solve educational and administrative issues). Conclusion. The obtained results and conclusions can be useful for academic staff, as well as employees of the administrative services of the university and all interested persons who works with Chinese students.

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 SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2015 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
NUNE AIVAZYAN
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Educational Materials ◽  
Educational Models ◽  
Distinctive Features ◽  
Theoretical Issues ◽  
The Russian Language

Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.

scholarly journals I'M GIVEN A CORPUS – WHAT TO DO WITH IT? CORPUS TECHNOLOGIES IN RUSSIAN LANGUAGE TEACHING AND LEARNING

2021 ◽  
pp. 4-13
Author(s):  
М.Ю. Лебедева
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Russian Language ◽  
Ministry Of Education ◽  
Educational Materials ◽  
Training Systems ◽  
The Russian Federation ◽  
Direct Use ◽  
The Russian Language

Статья посвящена корпусной лингводидактике – прикладной междисциплинарной области, изучающей возможности, преимущества и ограничения применения языковых корпусов в обучении языку. В сфере обучения русскому языку, в том числе РКИ, это направление только развивается, однако уже сейчас очевиден потенциал корпусного подхода как в практике преподавания языка, так и в развитии методики РКИ; как на уровне создания учебных материалов, так и на уровне разработки автоматизированных обучающих систем и других продуктов на стыке лингводидактики и информационных технологий. В статье предлагается обзор направлений корпусной лингводидактики русского языка, таких как корпусное преподавание, разработка средств обучения с опорой на корпус и создание специальных корпусов для прикладных лингводидактических задач. Сorpus linguistics, corpus-based languagу teaching, corpus-driven language teaching, corpora, corpus technologies. The article is devoted to the possibilities, advantages and limitations of the use of language corpora in language teaching. In the field of teaching the Russian language, including Russian as a foreign language, this direction is only developing, however, the potential of the corpus approach is already obvious both in the practice of teaching the language and in the development of the RFL methodology; both in creating educational materials, and in developing automated training systems and other products. The article offers an overview of the areas of utilizing corpora in Russian language teaching, such as direct use, indirect use and the creation of special corpora for applied pedagogical problems. The article opens the special issue. The article was prepared in full within the state assignment of Ministry of Education and Science of the Russian Federation for 2020-2024 (No. FZNM-2020-0005)

scholarly journals RESEARCH ON THE FUNCTIONING OF ETHNOGRAPHIC VOCABULARY IN THE SPEECH OF STUDENTS

2021 ◽  
Vol 58 (1) ◽  
pp. 3988-4000
Author(s):  
Kholmatova Dilorom Abdusamiyevna
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Russian Language ◽  
Personal Factors ◽  
Comprehensive Development ◽  
Professional Self ◽  
Main Thing ◽  
The Individual ◽  
The University ◽  
The Russian Language

This article reveals topical issues of the study of ethnographic materials at the present stage and ethnographicisms in the speech of student youth, describes the results of the questionnaire survey in the process of ascertaining the level of knowledge of students of ethnographic vocabulary and its functioning and use in the speech activity of students of the direction "Russian as a foreign language" philological faculty. Aim. The aim of this article is focused, first of all, on students' independent acquisition of information not only in the professional field from original foreign-language sources but also knowledge from different areas of life. Various information, including ethnographic format, expanding the horizons of student youth, enriching it with relevant knowledge, in turn, is associated with the problems of the comprehensive development of the individual in general, and professional self-development, in particular. Methods. Descriptive and comparative research methods, survey, observation and interview methods are used, which can be applied in the study of the Russian language and ethnographic terms. Results. The results of questionnaires and observations can serve as an important source for future educational and search, linguistic, scientific, methodological and other research. As a result of the research, it was revealed that students do not know enough ethnographic terminology. The main thing is that any attempt to identify and assimilate students of ethnographic terminology will have a positive impact on such internal personal factors as spiritual and cultural education, national values, mentality and outlook of students. Conclusions. The study of the use of ethnographic materials by students in the study of Russian as a foreign language at the university showed the relevance and topicality of the use of ethnographic materials for the development and improvement of the Russian speech of student youth. It was revealed that the conclusions drawn in the process of questioning and interviewing students will diversify the content of Russian language classes at the university, stimulate students to study the Russian language, as well as the widespread use of ethnographic words by student youth in the Russian speech stream.  

scholarly journals Russian language teaching in Ruzomberok, Slovakia: culturological approach

2019 ◽  
Vol 17 (4) ◽  
pp. 475-486
Author(s):  
Tomas Hmira
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Practical Significance ◽  
University Environment ◽  
Catholic University ◽  
Teachers And Students ◽  
Young Teacher ◽  
The University ◽  
The Impact ◽  
The Russian Language

Teaching Russian at the universities in Slovakia has its own history. For decades, the Russian language has occupied a worthy place in the country’s universities, including Ruzomberok. A new educational reform (since September, 2019) implies freedom of choice when learning foreign languages. Consequently, interest in studying the Russian language in Slovakia is forecasted, which indicates the relevance of our chosen topic. The purpose of the article is to analyze the system of teaching the Russian language at Catholic University in Slovakia from the perspective of a young teacher with little pedagogical experience. The theoretical significance of the article lies in the pointing out the problem of forming and developing interest to the Russian language in Ruzomberok through the culturological approach outlined by the famous Slovak specialist in Russian philology Eva Kollarova. The practical significance of the work consists in using educational disciplines being worked out, their analysis and further adjustment aimed at developing the students’ personality, their individuality through the Russian language. As a result of the study, it was proved that the curriculum based on the culturological approach to teaching a foreign language helps to build trust between the teacher and students. Also, university students are motivated, and in the university environment, they do not only receive facts through language, but are also brought up. We see the prospects of the study in a more detailed study of the impact of teaching the Russian language according to the principle of “language through culture, culture through language.” Due to the growing interest to the Russian language in Slovakia and a free choice in learning a foreign language, the willingness of teachers and students for the dialogue of cultures is becoming very important.

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 ON THE FORMATION OF FOREIGN STUDENTS’ LINGUOCULTUROLOGICAL COMPETENCE IN TEACHING RUSSIAN PRONUNCIATION

2020 ◽  
pp. 140-143
Author(s):  
L.S. Shkurat
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Russian Language ◽  
Speech Activity ◽  
Full Participation ◽  
The World ◽  
The Russian Language

The article gives the concept of linguoculturological competence. It is emphasized that the full participation of foreign students in intercultural communication is possible only if they master a certain linguoculturological base. The emphasis is made on the need to form linguoculturological competence in teaching foreigners all aspects of the Russian language and types of speech activity. Based on the experience of the author of the article on teaching Russian pronunciation to foreign students from different countries of the world, examples of materials for phonetic exercises that have high linguoculturological potential are given, some methodological recommendations for their use in teaching Russian as a foreign language are offered.

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.

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