scholarly journals FORMATION OF LINGUISTIC COMPETENCES WHEN STUDYING THE GRAMMATICAL CATEGORY OF THE CASE IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES

2020 ◽  
pp. 230-237
Author(s):  
Татьяна Николаевна Юркина ◽  
Елена Александровна Данилова
Keyword(s):  
Foreign Language ◽  
Functional Significance ◽  
Foreign Students ◽  
Great Difficulty ◽  
Linguistic Competence ◽  
Grammatical Category ◽  
Case System ◽  
Frequency Of Use ◽  
Language Classes

В настоящей статье представлена методика работы по обучению студентов-иностранцев образованию и употреблению русских падежных форм и описана последовательность знакомства обучающихся с падежами. Актуальность исследования, обусловленного богатством и разнообразием семантических оттенков русской падежной системы и вариантов падежных окончаний, возрастает в практике преподавания русского языка как иностранного (далее - РКИ) как в связи с увеличением контингента студентов-иностранцев, так и с ролью падежных форм в речи. Владение нормативными формами образования и употребления русских падежных форм имеет большое значение в коммуникации и представляет большую трудность. При знакомстве с грамматической категорией падежа формируются лингвистическая, речевая и коммуникативная компетенции. Важной является лингвистическая компетенция, поскольку от ее сформированности зависит дальнейшее успешное овладение системой русского падежа и склонения. Формирование данных компетенций включает три основных этапа, и на каждом из этапов важно использовать наиболее оптимальные и эффективные формы работы. Также немаловажной является последовательность изучения падежных форм, которая отличается от традиционной линейной, привычной нам. В методике преподавания РКИ принято опираться на коммуникативный принцип, согласно которому знакомство с падежами зависит прежде всего от частотности употребления и функциональной значимости падежных форм. This article presents the methods of teaching foreign students how to form and use Russian case forms and describes the stages of students’ learning the cases. The current study is becoming more relevant in teaching Russian as a Foreign Language (RFL) due to the richness and variety of semantic shades of the Russian case system and variants of case endings as well as to the increase in the number of foreign students and the role of case forms in speech. The knowledge of normative forms of education and the use of Russian case forms is of great importance in communication and presents a great difficulty. When mastering the grammatical category of the case, the linguistic, speech and communicative competences are formed. The linguistic competence is important, since its formation determines the further successful mastering of the Russian case and declension system. The formation of these competences includes three main stages, and at each stage it is important to use the most optimal and effective forms of work. Also important is the sequence of studying case forms, which differs from the traditional linear, familiar to us. In the methodology of teaching RFL, it is common to rely on the communicative principle according to which mastering the cases depends primarily on the frequency of use and functional significance of case forms.

scholarly journals Developing the Cadets’ Communication Competence from an Intercultural Perspective

2018 ◽  
Vol 23 (2) ◽  
pp. 136-142
Author(s):  
Brândușa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Foreign Language ◽  
Communication Competence ◽  
Linguistic Competence ◽  
Target Language ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Language Classes ◽  
Role Of Teachers ◽  
Teaching Learning

Abstract Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.

scholarly journals TYPICAL MISTAKES OF FOREIGN STUDENTS IN THE FORMATION AND USE OF RUSSIAN CASE FORMS

2021 ◽  
pp. 180-186
Author(s):  
Елена Александровна Данилова ◽  
Татьяна Николаевна Юркина
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Foreign Students ◽  
Role Playing ◽  
Great Difficulty ◽  
Russian Language ◽  
Role Playing Games ◽  
Case System ◽  
The Russian Language

В настоящей статье представлен анализ типичных ошибок иностранных студентов при образовании и употреблении русских падежных форм, а также приведены некоторые приемы работы, призванные облегчить запоминание русских падежей обучающимися. Актуальность данного исследования обусловлена прежде всего трудностью системы русского склонения, включающего разнообразие оттенков значения падежей и вариантов падежных флексий. Необходимость эффективного освоения русской падежной системы особенно возрастает при изучении русского языка как иностранного. Овладение грамматическими нормами образования и употребления падежных форм имен существительных русского языка играет важную роль в коммуникации и представляет большую трудность для иностранцев. В статье содержится анализ наиболее частотных ошибок, возникающих при склонении имен существительных, а также намечаются пути преодоления таких ошибок. Для облегчения знакомства с русскими падежными конструкциями наряду с теоретическими упражнениями в методике преподавания русского языка как иностранного активно используются упражнения в игровой форме, различные грамматические рифмовки, имитативные упражнения, мнемонические правила, ролевые игры. Они позволяют иностранным обучающимся в ненавязчивой форме закрепить грамматические правила, а также активизируют совместную речевую деятельность обучающихся, дают возможность совершенствовать полученные речевые навыки и грамматические умения. The article analyzes typical mistakes of foreign students in the formation and use of Russian case forms, as well as some methods for students’ memorizing Russian cases. The relevance of this research is primarily due to the difficulty of the Russian declension system, which includes a variety of shades of case meaning and variants of case inflections. Effectively mastering the Russian case system is particularly important when studying Russian as a Foreign Language (RFL). Mastering grammatical norms of education and the use of case forms of nouns in the Russian language plays an important role in communication and is a great difficulty for foreigners. The article provides the analysis of the most frequent errors that occur when declension of nouns, and also outlines ways to overcome such errors. To facilitate the process of mastering the Russian case constructions, along with theoretical exercises in the teaching methods of RFL, exercises in the form of games, various grammatical rhyming, imitative exercises, mnemonic rules, and role-playing games are actively used. They contribute to foreign students’ collective speaking and improving their speaking and grammar skills.

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.

THE ROLE OF PRODUCTIVE WORD-FORMATION MODELS IN COMMUNICATIVE COMPETENCE

2020 ◽  
Author(s):  
Диана Григорьевна Акубекова
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Word Formation ◽  
Language Classes

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.

scholarly journals Teaching russian as a foreign language in the modern educational paradigm: training dictionaries

2021 ◽  
Vol 97 ◽  
pp. 01012
Author(s):  
Liudmila Alexandrovna Iniutina ◽  
Tatiana Sergeevna Shilnikova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Foreign Students ◽  
Professional Competence ◽  
European Languages ◽  
Lexical Competence ◽  
Educational Paradigm ◽  
Russian Military ◽  
Independent Work

The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

scholarly journals Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)

2020 ◽  
Vol 9 (4) ◽  
pp. 321-324
Author(s):  
Elena Leonidovna Perkova ◽  
Lubov Pavlovna Shirobokova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Bilingual Students ◽  
Grammatical Category ◽  
Verb Aspect ◽  
Russian Verb ◽  
Special Cases ◽  
Basic Level ◽  
The Russian Language

The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.

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 Tutor at the preparatory faculty: a teacher’s point of view

2021 ◽  
Vol 127 ◽  
pp. 03004
Author(s):  
Marina Anatolievna Droga ◽  
Dina Ivanovna Romero Intriago ◽  
Irina Mikhailovna Subbotina ◽  
Yuliya Aleksandrovna Klimova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Point Of View ◽  
Survey Method ◽  
Forecasting Method ◽  
First Results ◽  
The University ◽  
Academic Year

The article analyzes the experience of tutoring teachers teaching foreign students in the distance learning mode. It is also about the interaction of a teacher and a student throughout the whole academic year, as well as the importance of all elements of systematic work in teaching Russian as a foreign language from scratch. A team of tutors was organized at the faculty, whose mission was to contact their wards within the framework of distance learning: from their connection to the educational platform of the university to organizing their admission to Russian universities. Purpose of the study: consider the role of a tutoring teacher in the system of teaching Russian as a foreign language in a distance mode. The main methods of work are the methods of observation and description of the features of the pedagogical process. The forecasting method is also used to model the future educational mode of foreign students. The survey method is applied, which allows to get “feedback” from the respondents. The quantitative technique allowed us to analyze the number of responses as a percentage. The changes taking place in the world have given a powerful impetus to the improvement of digital educational resources. Teachers were able to mobilize and conduct their own experiment, while adhering to the new standards of distance learning. An attempt is made in the work to comprehensively analyze the introduced system of tutoring and summarize its first results.

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