scholarly journals Training Foreign Students of Medical University for Medical Practice in Hospitals

2020 ◽  
pp. 72-79
Author(s):  
О.Н. Маслова ◽  
О.В. Алексеева
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Foreign Student ◽  
Russian Language ◽  
Hospital Environment ◽  
Successful Implementation ◽  
Practical Training ◽  
Language Program ◽  
Medical University ◽  
The Russian Language

Скорость и качество овладения русским языком иностранными студентами, обучающимися в медицинских вузах России, во многом зависят от того, имеется ли у этих студентов возможность пройти предварительную языковую подготовку на подготовительном факультете. В условиях ее отсутствия студенты получают образование на языке-посреднике, а русский язык становится факультативной дисциплиной, в результате чего погружение в русскую культуру, понимание правил невербальной коммуникации в русскоязычной среде, равно как и просто уверенное владение русским языком становятся уделом избранных лиц. Вместе с тем каждый иностранный студент должен проходить практику в русских медицинских учреждениях. В связи с этим перед преподавателем русского языка как иностранного встает несколько задач, к числу которых относится не только общеязыковая подготовка иностранных обучающихся к прохождению медицинской практики, но и речевая, культурологическая и психологическая. Успешной реализации поставленных задач может способствовать создание и использование на занятиях специального словаря-разговорника, который позволит студентам заблаговременно познакомиться с правилами поведения в больнице, освоить необходимый для практики лексический минимум, ввести в активный речевой оборот ряд фраз, актуальных в повседневном общении медперсонала с больными. В статье раскрывается и объясняется структура словаря, обозначены его задачи и целевая аудитория. The speed and the quality of mastering the Russian language by foreign students studying at medical universities in Russia largely depend on whether these students have the opportunity to take a preliminary year-long Russian language course at the preparatory division. If the students receive education in the English language, the Russian language program is reduced to an optional course, not sufficient to ensure understanding of Russian culture and rules of non-verbal communication in a Russian-speaking environment. However, every foreign student must undergo practical training in Russian medical institutions. In this case the Russian language teacher faces an almost insurmountable task of equipping students with the skills of communicating with Russian patients and colleagues and with sufficient cultural and psychological awareness for adequate verbal and non-verbal behavior in a hospital environment. The successful implementation of these tasks can be facilitated by developing and using a special vocabulary-phrase book at the lessons of the Russian language. This manual will allow students to get acquainted with the rules of behavior in the hospital in advance, master the lexical minimum necessary for practice and introduce a number of phrases that are relevant in everyday communication of medical staff with patients. The article reveals and explains the structure of the manual, identifies its objectives and target audience.

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.

scholarly journals Effective strategies and tactics for teaching the Russian language to foreign military personnel in the conditions of digitalization of education

2021 ◽  
Author(s):  
Е.В. Комовская
Keyword(s):  
Foreign Students ◽  
Electronic Materials ◽  
Effective Means ◽  
Foreign Student ◽  
Educational Process ◽  
Russian Language ◽  
Technical Institute ◽  
Branched Structure ◽  
The Military ◽  
The Russian Language

Актуальность статьи обусловлена необходимостью отбора и систематизации эффективных средств в обучении русскому языку как иностранному в условиях изменяющейся действительности, или глобальной цифровизации образовательного процесса. Исходя из этого цель статьи заключается в определении специфики создания электронных учебных материалов для эффективного преподавания русского как иностранного курсантам военно-инженерно-технического института военной академии материально технического обеспечения (далее - ВИТИ ВАМТО). Авторами сформулирован новый подход к организации электронных материалов или линейно-разветвлённый принцип обучения. Он наиболее эффективен при обучении иностранных курсантов, так как синтезирует в себе особенности уже классических принципов представления электронных упражнений в медиапространстве: линейного и разветвленного. В статье раскрыта сущность нового принципа обучения, линейно-разветвлённого, для всех видов речевой деятельности, которая заключается в том, что любая тема сопровождается как вопросами контролирующего характера, так и вопросами тестового характера, на основе чего прогнозируется дальнейшее цифровое обучение иностранных курсантов, а также прогнозируются наиболее эффективные способы и приёмы их обучения по концентрическому типу подачи материала. Классифицированы существующие электронные контенты, исходя из организации обучающей информации в них. Выделены два основных и предложен третий тип, синтезирующий в себе плюсы, имеющихся электронных обучающих упражнений и преодолевающий отрицательные стороны их. Предложено направить усилия на разработку упражнений линейно-разветвленной структуры для обучения русскому языку иностранных учащихся по всем видам речевой деятельности. Экспериментально констатирующим и контрольным срезом знаний иностранных курсантов доказано, что подача электронной информации по линейно- разветвленному принципу наиболее эффективна для преподавания русского как иностранного, так как преодолевает ряд отрицательных моментов при обучении русскому языку в цифровом или дистанционном формате. Доказано, что цифровое образование, построенное по принципу линейно-разветвлённого обучения, эффективно для тренировки грамматики и для повышения коммуникативной компетенции иностранных обучающихся при создании дополнительных фильмов не общеречевой тематики, а профессиональной направленности, необходимой им для овладения будущей профессией. Статья предназначена для преподавателей военных вузов, методистов и специалистов, разрабатывающих цифровой образовательный контент. The relevance of the article is due to the need to select and systematize effective means in teaching the Russian language as a foreign language in a changing reality, or the global digitalization of the educational process. Based on this, the purpose of the article is to determine the specifics of creating electronic educational materials for the effective teaching of Russian as a foreign student to the military engineering and technical institute of the military academy of logistics (hereinafter - VITI VAMTO). The authors formulated a new approach to the organization of electronic materials or a linearly branched principle of training. It is most effective in training foreign cadets, as it synthesizes the features of the already classical principles of presenting electronic exercises in media space: linear and branched. The article discloses the essence of the new principle of learning, linearly branched, for all types of speech activities, which consists in: that any topic is accompanied both by questions of a controlling nature and questions of a test nature, on the basis of which further digital training of foreign cadets is predicted, as well as the most effective methods and techniques for their training in a concentric type of material supply are predicted. Existing electronic content is classified based on the organization of training information in them. Two main ones are highlighted and a third type is proposed, synthesizing the pros, existing electronic training exercises and overcoming the negative sides of them. It is proposed to direct efforts to develop exercises of a linearly branched structure for teaching the Russian language to foreign students in all types of speech activities. An experimentally ascertaining and control section of the knowledge of foreign cadets proved that the submission of electronic information according to a linearly branched principle is most effective for teaching Russian as a foreign, as it overcomes a number of negates moments when learning Russian in digital or remote format. It has been proved that digital education, built on the principle of linear-branched learning, is effective for training grammar and for increasing the communicative competence of foreign students when creating additional films not of a general speech theme, but of the professional orientation necessary for them to master the future profession. The article is intended for teachers of military universities, methodologists and specialists developing digital educational content.

scholarly journals ADAPTATION OF FOREIGN CULTURAL STUDENTS TO THE EDUCATIONAL ENVIRONMENT

PRIMO ASPECTU ◽  
2021 ◽  
pp. 52-59
Author(s):  
Natalia S. Timchenko ◽  
Yulia Y. Kochetova ◽  
Svetlata V. Mironova
Keyword(s):  
Medical Education ◽  
Foreign Students ◽  
Cultural Distance ◽  
Educational Environment ◽  
Russian Language ◽  
Language Delay ◽  
Adaptation Process ◽  
Survey Results ◽  
Medical University ◽  
The Russian Language

The article is devoted to the problem of adaptation of foreign students studying at a medical university. The growth of integration processes in the educational system requires an understanding of the peculiarities of the adaptation process that accompanies young people who have arrived in Russia for higher education. The speed of adaptation to new conditions depends on many factors, and the proximity of cultures or awareness of its features, as well as knowledge of the language of the host country, is of no small importance. To study the peculiarities of adaptation of foreign students in Russia who arrived for medical education, we interviewed two groups of students, a total of 144 people, who arrived from near and far abroad. As a result of comparing the survey results, we found that a significant cultural distance and lack of knowledge of the Russian language delay the process of adaptation of a group of students from far abroad. Based on the results obtained, we have proposed ways to mitigate the adaptation process of foreign students.

scholarly journals Opportunities and advantages of the interconnected use of informatization means in the training of foreign students in the Russian language in the medical university

2019 ◽  
Vol 16 (2) ◽  
pp. 103-116
Author(s):  
Kristina S. Itinson ◽  
Vadim V. Grinshkun
Keyword(s):  
Clinical Practice ◽  
Foreign Students ◽  
Formation Control ◽  
Russian Language ◽  
Experimental Confirmation ◽  
Medical Institutions ◽  
High Level ◽  
Medical University ◽  
Experimental Group ◽  
The Russian Language

Problem and goal. The article devoted to the problem that there are no approaches to the system of interconnected use of means of informatization in the process of teaching Russian for foreign students in medical university within preparation for clinical practice and practice itself in medical institutions. The objective of this research is experimental confirmation of efficiency of the developed model of approaches to informatization of a system of teaching Russian for foreign students in medical university. Methodology. The research on the basis of formation control (118 persons) and experimental (136 persons) groups is conducted where teaching of foreign students in the experimental group was carried out according to requirements of the developed model of approaches to informatization of teaching Russian for foreign students. The analysis of communicative competence’s levels of foreign students in Russian language was carried out by five criterions. Results. During the research it is established that training of foreign students according to the developed model of approaches to informatization of a system of teaching Russian at all stages of training of foreign students in medical university undoubtedly increases level of students’ proficiency in medical Russian and level of their preparation to clinical practice in medical institutions of Russia (interrogation of patients, communication with medical colleges, work with documentation and literature in Russian). Conclusion. The efficiency of the developed model of approaches to informatization of a system of teaching Russian for foreign students is experimentally proved. As a result, students showed high level of proficiency in medical Russian and also successful passings of clinical practice in Russian hospitals.

scholarly journals Using the project method as a technology for student-centered student learning

2018 ◽  
Vol 5 (2) ◽  
pp. 60-64
Author(s):  
L.V. Razuvaeva
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Individual Student ◽  
Student Centered ◽  
Project Method ◽  
Project Activity ◽  
Approach To Teaching ◽  
The Individual ◽  
Medical University ◽  
The Russian Language

The article is devoted to description investigate the possibility to use the method of projects as a technology of personality-oriented approach to teaching foreign students the Russian language at the Russian language Department of the Voronezh state medical University. N. N. Burdenko. The study showed that the project activity is a promising means of implementing a reflective model of education, because it can be applied at all stages of training and almost any subject, and contributes to the development of the individual student and the teaching process optimization.

scholarly journals The role of motivation in the formation of professional competence in foreign students in the pre-university period

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Kositsyna Evgeniya ◽  
Anastasia Lakhaeva ◽  
Kotov Lev
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Foreign Students ◽  
Professional Competence ◽  
Foreign Student ◽  
Russian Language ◽  
Educational Activity ◽  
Educational Goals ◽  
The Russian Language

The article analyzes the role of motivation in the professional development of a person. The article proves that the formation of professional competence should begin in the period of training foreign students. The author studies the concept of professional competence and its components. The article explains the role and significance of motivational processes in the formation of professional competence. The key role in the formation of professional competence in the conditions of preparatory departments is played by Russian as a foreign language. Russian as a foreign language becomes a motivational regulator of educational activity. Knowledge of the Russian language helps a foreign student to consider educational goals as personally significant.

scholarly journals SOME BARRIERS AND DIFFICULTIES IN LEARNING FOREIGN LANGUAGE SPEECH COMMUNICATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.A ALTUKHOVA ◽  
◽  
I.A ALTUKHOVA ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
English Language ◽  
Word Formation ◽  
Russian Language ◽  
Speech Communication ◽  
Stage Of Development ◽  
The One ◽  
The Russian Language ◽  
Communicative Activity

The article presents an analysis of the system of Russian as a foreign language not as a list of theoretical rules presented in the level-by-level description of the language (phonetics → word formation → morphology → syntax → text), but as a component of meaningful, purposeful and meaningful communication based on a communicative-activity approach. It is noted that at the present stage of development of methods of teaching foreign languages, special attention is paid to the development of skills and abilities of adequate communication. At the same time, teachers of Russian as a foreign language are faced with the need to teach students how to form thoughts by means of the Russian language at all levels of proficiency, despite the barriers that arise in teaching foreign communication. A teacher of the Russian language is able to do this only with a purposeful, clear strategy for teaching foreign students who are taught with the help of an intermediary language, relying on a communicative-activity approach. The article notes the teacher's duty to activate the mechanisms of conscious perception of linguistic facts for the development of active speech. This helps to overcome the one-sided view of teaching the language to students of the English-language form of education

scholarly journals THE STUDY OF THE BATTLE OF STALINGRAD IN THE PRACTICE OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN VOLGOGRAD STATE MEDICAL UNIVERSITY

2020 ◽  
Author(s):  
Т.В. Демидович
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Authentic Texts ◽  
National Values ◽  
Historical Heritage ◽  
Medical University ◽  
Common Understanding ◽  
The Russian Language ◽  
Practice Of Teaching

В статье рассматривается лингвострановедческий потенциал учебных (неаутентичных) и аутентичных текстов о Великой Оте-чественной войне и Сталинградской битве в практике преподавания РКИ. Автор делится опытом формирования у студентов-иностранцев единого представления о культурно-историческом наследии Волгограда и России, повышения мотивации к изучению русского языка через углубление знаний русской истории и культуры, приобретения навыков работы в международной команде, приближения студентов к пониманию русских национальных ценностей, приобщение к спорту. The article considers the linguistic-cultural potential of educational (inauthentic) and authentic texts about the Great Patriotic war and the battle of Stalingrad in the practice of teaching Russian as a foreign language at the Volgograd state medical University. The author shares the experience of forming a common understanding of the cultural and historical heritage of Volgograd and Russia among foreign students, increasing motivation to study the Russian language through the deepening of knowledge of Russian history and culture, acquiring skills of working in an international team, bringing students closer to understanding Russian national values, familiarizing to sports.

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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