FAMILY STORIES OF EVERYDAY DISCOURSE IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE: THEMATIC ASPECT

2021 ◽  
pp. 82-89
Author(s):  
А.Ю. Помникова ◽  
К.А. Астахова
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Speakers ◽  
Human Life ◽  
Family Stories ◽  
Thematic Content ◽  
The Family ◽  
Everyday Communication ◽  
Different Levels ◽  
Inherent Part

В работе представлены результаты исследования тематического наполнения семейных историй в бытовом дискурсе как в имеющихся учебных пособиях по РКИ, так и в собранных нами материалах интервью. Анализ учебников разных уровней позволил выделить 15 общих, «глобальных» тем, связанных с семьей и ее историей и реализующихся в 44 микротемах. Материалы, собранные нами в результате проведенного нарративного интервью, показали, что в реальном общении встречается большее разнообразие как на уровне общих тем, так и на уровне микротем. В результате анализа собранных семейных историй мы обнаружили 7 принципиально новых тем и 19 новых микротем, дополняющих уже имеющиеся в пособиях темы. Включение данного тематического наполнения в процесс обучения РКИ не только подготовит иностранных учащихся к реальной коммуникации с носителями языка, но и научит их понимать русскую социально-бытовую культуру и факторы, повлиявшие на нее в прошлом и влияющие сейчас. Family history is an essential part of human life, and family stories are organically implicated into everyday communication, being an inherent part of it. The article presents the results of the study of the thematic content of family stories in everyday discourse both in textbooks of Russian as a foreign language and in the materials, we’ve collected for the purpose of the present research. The analysis of textbooks of different levels made it possible to identify 15 general, global topics related to the family and its history, actualized in 44 micro-topics. The materials we collected as a result of narrative interviews showed that in real communication there is a greater variety both at the level of general topics and at the level of micro topics. As a result of the analysis of the collected family stories, we found 7 fundamentally new topics and 19 new micro topics that complement the topics already revealed in the textbooks. The implication of this thematic content in the process of teaching of Russian as a foreign language will not only prepare foreign students for real communication with native speakers, but also help them to understand Russian social and everyday culture and the factors that influenced it in the past and are affecting now.

VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Liudmila Valova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Russian Language ◽  
Verbal Aspect ◽  
Risk Zones ◽  
The Russian Language ◽  
Different Levels

Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).

scholarly journals FORMATION OF LINGUISTIC COMPETENCE BASED ON A SET OF EXERCISES IN A TEXTBOOK ON RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 18-25
Author(s):  
Наталия Сергеевна Гнездилова ◽  
Лариса Васильевна Малетина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Linguistic Competence ◽  
Elementary Level ◽  
Intercultural Communicative Competence ◽  
Object A ◽  
Initial Stage ◽  
Communicative Practice ◽  
The Family ◽  
Main Component

Введение. Приводится методический анализ комплекса условно-речевых упражнений и их типологии в учебниках по русскому языку как иностранному (РКИ) для студентов, приступающих изучать русский язык на начальном уровне. Рассматривается проблема достаточности/недостаточности речевых упражнений для формирования лингвистической компетенции как важной составляющей межкультурной коммуникативной компетенции. В качестве объекта рассмотрен учебник по РКИ как основной компонент учебно-методического комплекса, в котором изложено содержание речевого материала и способы овладения им через систему упражнений. Предметом исследования является методический анализ типологии упражнений в составе комплекса в разделе «Семья» учебников по РКИ (начальный уровень) «Поехали!» (авторы С. Чернышов и А. Чернышова), «Русский сезон» (авторы М. М. Нахибина, В. Е. Антонова, В. Е. Жабоклицкая, И. И. Курлова, О. В. Смирнова, А. А. Толстых) и «Русский сувенир» (автор И. Мозелова). Цель – рассмотреть комплексы условно-речевых упражнений в учебниках РКИ, их типологию по формированию лингвистической компетенции на русском языке у иностранных учащихся подготовительных факультетов российских вузов. Материал и методы. Теоретический и сравнительный анализ условно-речевых упражнений в содержании раздела «Семья» в учебниках по РКИ с учетом коммуникативной практики обучения позволил выделить особенности типов упражнений в каждом отдельном учебнике. На основе количественного анализа определено их соотношение внутри комплекса. Результаты и обсуждение. Описаны типы условно-речевых упражнений, организованные в комплексы, представлено их количественное соотношение на примере содержания раздела по теме «Семья» в учебниках начального уровня: «Поехали», «Русский сезон», «Русский сувенир». Заключение. Данное исследование направлено на то, чтобы помочь преподавателю сориентироваться с выбором учебника для студентов-иностранцев начального этапа обучения в зависимости от их потребностей и целей изучения РКИ. Introduction. The article is devoted to the methodological analysis of the complex of conditional speech exercises and their typology in textbooks on Russian as a foreign language for students who begin to study Russian at the elementary level. The paper deals with the problem of sufficiency / insufficiency of speech exercises for the formation of linguistic competence as an important component of intercultural communicative competence. As an object, a textbook on Russian as a foreign language is considered as the main component of the educational and methodological complex, which sets out the content of speech material and ways of mastering it through a system of exercises. The subject of this research is a methodological analysis of the typology of exercises as part of the complex in the “Family” section of textbooks on Russian as a foreign language (elementary level) “Let’s go!” (authors S. Chernyshov and A. Chernyshova), “Russian season” (authors M. M. Nakhibina, V. E. Antonova, V. E. Zhaboklitskaya, I. I. Kurlova, O. V. Smirnova, A. A. Tolstykh) and “Russian souvenir” (author I. Mozelova). Purpose of the study. To consider the complexes of conditional speech exercises in textbooks of Russian as a foreign language, their typology for the formation of linguistic competence in Russian among foreign students of preparatory faculties of Russian universities. Material and methods. Theoretical and comparative analysis of conditional speech exercises in the content of the “Family” section in textbooks on RFL, taking into account the communicative practice of teaching, made it possible to highlight the features of the types of exercises in each individual textbook. On the basis of a quantitative analysis, their ratio within the complex was determined. Results and discussion. As a result of the study, the types of conditional speech exercises, organized in complexes, are described. Their quantitative ratio is presented on the example of the content of the section on the topic “Family” in the textbooks of the elementary level: “Let’s go”, “Russian season”, “Russian souvenir”. Conclusion. This study is aimed at helping the teacher navigate the choice of a textbook for foreign students at the initial stage of study, depending on their needs and the goals of studying RFL.

scholarly journals LINGUODIDACTIC APPROACHES TO TEACHING RUSSIAN WORD-FORMATION IN A FOREIGN AUDIENCE

2021 ◽  
pp. 10-15
Author(s):  
Л.К. Красильникова
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Cognitive Linguistics ◽  
Human Life ◽  
Word Formation ◽  
Theory And Practice ◽  
Dominant Position ◽  
Russian Word ◽  
Formation System

Статья посвящена актуальным вопросам обучения иностранных учащихся русскому словообразованию. В ней рассматривается полипарадигмальность современной лингвистики, которая находит свое преломление в теории и практике преподавания РКИ в области русского словообразования. При доминирующей роли функционально-коммуникативного подхода к изучению и представлению языкового материала в аспекте РКИ продуктивным является обращение к методам когнитивной лингвистики и лингвокультурологии. Приводятся примеры использования таких единиц системы русского словообразования, как словообразовательная парадигма и словообразовательное гнездо в качестве базы для развития речи иностранных учащихся в рамках разговорных тем «Русская природа» и «Роль животных в жизни человека». The article is about topical issues of teaching Russian word-formation to foreign students. Polyparadigmatic approach of Modern Linguistics is applied to the theory and practice of teaching Russian as a foreign language, particularly Russian word-formation. Allthough the functional-communicative approach to the study and presentation of language material in the aspect of Russian as a foreign language has the dominant position, it is productive to turn to the methods of cognitive linguistics and linguoculturology. Russian word-formation system units such as the word-formation paradigm and the word-formation nest are used as a basis for the development of foreign students' speech within such conversation topics as «Russian Nature» and «The role of animals in Human life».

scholarly journals PROBLEMS OF TEACHING UKRAINIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Tatyana Klymenko ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Cognitive Approach ◽  
Aesthetic Value ◽  
Approach To Learning ◽  
Teacher Students ◽  
Work Level ◽  
The Aesthetic ◽  
Different Levels

The subject of the study is the relationship between the methodology of teaching the Ukrainian language as a foreign language and phraseological material, which activates the various levels involved in mastering the linguistic base, namely motivation, memory, cognition and others. The article deals with the problem of bilingualism in Ukraine, considers the problems of teaching foreign students the Ukrainian language in terms of partial bilingual everyday communication, suggests ways to solve these problems. The classification of modern strategies used in language learning is considered. We also considered the advantages of the communicative-cognitive approach to learning the Ukrainian language. The research methodology consists of theoretical and practical principles of observation, recording and evaluation of activities in the system of teacher – students, taking into account the different conditions of linguistic and non-linguistic reality. The purpose of the study is to clarify the peculiarities of the use of phraseological units in the framework of work with foreign students, taking into account the bilingual situation in some parts of Ukraine. The article deals too with linguistic and methodological aspects of the study of phraseological units concerning with the work at the lessons of Russian as a foreign language. Phraseological units possess aesthetic value, so it is often included to the training material. The interpretation of them occurs on pretextual work level. The actual material of the article has about 50 different levels of language units, the selection of idioms was carried out in the presence of words with temporal meaning. An idiom is a linear sequence, representing the aesthetic value thanks to the meaning hidden in it. Words, in idiomatic expressions, creating a special sense, come in a variety of relationships – synonymic, antonymic, of kind and type ones etc. Inside the words can occur shifts of meanings such as metaphorical, metonymic. The syntax structure of idioms can be different from a phrase to sentences with different punctuation. Learning understanding and practical usage of Russian phraseological units lead to the development of students not only objective semantic and associative evaluation of the various acts or objects, but also to the ability to implement the same idea through units of different levels of language and speech formulas, which are composed of elements with imagery. The conclusion of the study. We have considered the classification of modern strategies used in the study of Ukrainian as a foreign language. The advantages of communicative-cognitive approach to learning the Ukrainian language are described. Practice shows that motivation and mnemonic techniques are important in learning. The phraseological layer of vocabulary is a very important culturological factor in the process of learning a foreign language. We can see further prospects of our research in a detailed consideration of all the tools of communicative-cognitive approach to the study of language as a foreign language.

scholarly journals FEATURES OF STUDYING ETHICAL CONCEPTS OF RUSSIAN FAIRY TALES IN THE LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 225 ◽  
pp. 53-60
Author(s):  
A.E. Avdeeva ◽  
◽  
N.M. Dmitrieva ◽  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Foreign Students ◽  
Fairy Tale ◽  
Native Speakers ◽  
Native Speaker ◽  
Russian Language ◽  
Significant Information ◽  
Russian People ◽  
The Russian Language

The fairy tales contain plot and language elements that illustrate the ethical concepts of the Russian language picture of the world. Linguistic and cultural unit, which is rich in Russian fairy tale, known to every native speaker, on the one hand, complicate the understanding of them foreigners, and on the other help to understand the “Russian spirit” and traditions of Russian involved in Russian culture and allow formation of linguocultural competence for learners of Russian language. When referring to fairy tales, it is effective to use a linguocultural comment. Linguistic and cultural commentary refers to additional culturally significant information contained in texts and disclosed in their interpretation. This comment can be used at the elementary and basic levels. At an advanced level, you can analyze concepts that reveal the features of the Russian worldview. Ethical concepts reflect the value picture of the human world. These concepts include love and loyalty, humility and submission, joy and suffering, wisdom and patience, charity, and others. Russian fairy tales, describing the way of life, customs and traditions, spiritual and ethical values of the Russian people, are a reflection of the Russian mentality. For successful communication with native speakers and comfortable stay in a foreign language space, foreigners need to understand the values and mentality of the Russian people. Studying ethical concepts in fairy tales in the RFR classes forms a linguistic and cultural competence for foreign students, whose knowledge leads to rapid and successful adaptation in Russia, and the elimination of cultural and communicative barriers when communicating with native speakers of the Russian language.

Организация занятия по русскому языку как иностранному

2019 ◽  
pp. 14-17
Author(s):  
Ширин Ыскак кызы
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Speakers ◽  
Culture Shock ◽  
Russian Language ◽  
Approach To Learning ◽  
Strong Trend ◽  
Language Courses ◽  
Language Needs ◽  
To Receive

Аннотация: В статье рассматривается проблема организации учебных занятий по русскому языку как иностранному. Актуальность темы в том, что в последнее время наблюдается достаточно выраженная тенденция, все больше иностранцев знакомятся с культурой России и хотят овладеть русским языком. Так как иностранцы не носители языка, оказываясь в рамках иной культуры и языка, эти студенты испытывают культурный шок и не знают, как применить свои знания и умения при изучении РЯ. Автор обращает внимание, что методика преподавания русского языка для иностранцев значительно отличается. В настоящее время, особенно в условиях иной культуры, весьма трудно выявить базовую методику, поскольку: а) одни иностранные студенты любят самостоятельно заниматься: они любят получать информацию на изучаемом языке из книг; б) другие - предпочитают общаться в диалоге; в) часть студентов любит размышлять, видоизменять воспринятую речь; г) другая часть - воспринимать и репродуцировать чужие идеи, при изучении русского языка. Прочитав статью можно сделать такие выводы. Предлагаемые автором обучающие модели, которые учитывают особенности иностранных студентов являются полезными. Данные в работе различные методики достаточно обоснованы и могут быть использованы в практической деятельности. Рецензируемая работа представляет собой серьезную и интересную научную статью на довольно актуальную тему и показывает что изучение РЯ как иностранного требует особого внимания Ключевые слова: чтение, говорение, письмо, дифференцированный подход к обучению. Аннотация: Макалада орус тилин чет тили катары окутууну уюштуруу маселеси каралат. Теманын орчундуулугу, акыркы мезгилде күн өткөн сайын чет өлкөлүктөр Россиянын маданияты менен таанышууну көбүрөөк каалап жана орус тилин үйрөнгүсү келип жаткандыгы жеткиликтүү айкын байкалгандыгында. Чет өлкөлүктөр башка маданият жана башка тилдин чегинен чыкпай, тилди алып жүрүүчү болбогондуктан, бул студенттер маданий соккуга кабылышат жана орус тилин үйрөнүүдө өзүлөрүнүн билимин жана билгендерин кантип колдонорду билишпейт. Автор орус тилинен сабак берүү усулдугу чет өлкөлүктөр үчүн олуттуу айырмаларына басым жасайт. Азыркы учурда, өзгөчө башка маданияттын шартында базалык усулдукту аныктоо кыйла татаал, себеби: а) кээ бир чет өл- көлүк студенттер өз алдынча үйрөнүүнү жакшы көрүшөт алар үйрөнүп жаткан тилде, китептен маалыматты алганды жактырышат; б) башкалар-маек куруп сүйлөшкөнгө артыкчылык беришет; в) кээ бир студенттер ой жүгүртүп, кабыл алган сүйлөө жөндөмдүүлүгүн өзгөртүүнү жакшы көрөт; г) башка бөлүгүнө – орус тилин үйрөнүүдө башкалардын идеясын кабыл алып жана кайра жараткан жа- гат. Макаланы окуп чыккындан кийин төмөнкүдөй жыйынтык чыгарууга болот автор тарабынан сунушталган чет өлкөлүк студенттердин өзгөчөлүктөрүн эске алып окутуучу моделдердин пайдасы чоң. Бул иште көрсөтүлгөн түрдүү усулдуктар жеткиликтүү негизделген жана практикалык ишмердикке колдонууга болот. Рецензияланган иш бир топ актуалдуу темага олуттуу жана кызыктуу илимий макала болуп эсептелет жана орус тилин чет тили катары окутууга өзгөчө кө- ңүл бурууну талап кылаарын көрсөтөт. Түйүндүү сөздөр: Жазуу, окуу, сүйлѳѳ, ар кандай методикалык жакындоо. Annotation: This article discusses problem of organization of Russian language courses as foreign language. The topic is important because there is a strong trend among foreigners to learn Russian culture and language. Since foreigners are not native speakers, they experience a culture shock and can`t figure out how to use their knowledge and skills in learning Russian language. Author underlines that methodology of teaching Russian for foreigners differs significantly from other methodologies. Nowadays,especially in foreign environment, it is hard to determine basic methodology, because a) some foreign students prefer to study on their own; they prefer to get information from books in subject language b) others students prefer to talk c) some others students prefer to contemplate and modify received knowledge d) some other students prefer to receive and reproduce other`s ideas when learning Russian language. This article leads to such conclusions. Methodologies, recommended by author, take into account characteristics of foreign students and are useful in teaching Russian language. Suggested methodologies are justified enough and can be used in practice. This paper is significant and interesting article on important topic and proves that learning Russian as a foreign language needs thorough examination. Key words: reading, speaking, writing, differentiated approach to learning.

scholarly journals The importance of developing intercultural communication skills in teaching foreign languages

2021 ◽  
Vol 76 (3) ◽  
pp. 95-98
Author(s):  
N.A. Kolyada
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Native Speakers ◽  
Cross Cultural ◽  
Foreign Languages ◽  
Cultural Communication ◽  
Behavioral Norms ◽  
Cross Cultural Communication ◽  
Everyday Communication

The article considers teaching a foreign language as a means of everyday communication with native speakers of another culture. Special attention is paid to crosscultural learning, which contributes to the achievement of cross-cultural communication. The article offers opportunities for developing the abilities and skills of cross-cultural communication with the involvement of the material of linguistic and cultural content, provides examples of exercises for the development and consolidation of cross-cultural communication skills, aimed at the ability to interpret the existing various models of perception of the world, to relate other cultural customs and mores with their behavioral norms.

scholarly journals Project Work in the Formation of Foreign Language Communicative Competence (Basic Level of Russian as a Foreign Language)

2020 ◽  
pp. 129-136
Author(s):  
Ya.L. Chernyavskaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Native Speakers ◽  
Communicative Competence ◽  
Self Esteem ◽  
Project Work ◽  
First Semester ◽  
Preparatory Course ◽  
Basic Level

The article considers the experience of involving components of the linguistic environment in the project work of students studying Russian as a foreign language at the basic level, at the preparatory course in the Tyumen State Medical University. The purpose of the project work is to consolidate and expand knowledge on the topics covered, as well as to develop foreign language communicative competence. The project work, that includes communication both with the student group and with native speakers, allows to solve different problems successfully: to develop self-confidence, to improve social skills (cooperation and teamwork), to encourage motivation, to increase the expectation of success in the studied language, to obtain a positive assessment (including self-esteem). Practical ability to understand native speakers (except the teacher) and be understood by them is perceived by students at this stage as a marker of progress in language learning and an indicator of success. Also, project activities in the preparatory course, which begins in the first semester, affect the successful passage of the period of adaptation of foreign students. Going outside the University helps to acquaint students with the Russian culture, to increase self-esteem, interest and motivation to study, to destroy the language barrier after communicating with native speakers. Project activities can be a universal tool for comprehensive language learning for both academic and practical purposes. The study of lexical and grammatical topics in the future can be accompanied by the preparation of small projects. Thus, an effective language environment is created, which contributes to the good formation of communicative skills that are necessary for successful intercultural communication.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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.

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