scholarly journals STUDYING VERBS OF MOVEMENT IN THE COURSE OF RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 231-237
Author(s):  
Татьяна Николаевна Юркина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Semantic Analysis ◽  
Teaching Methodology ◽  
Semantic Group ◽  
Speech Activity ◽  
Russian Verb ◽  
Grammatical Skills ◽  
Communicative Approach ◽  
Effective Development

В данной статье охарактеризованы основные аспекты изучения глаголов движения в курсе русского языка как иностранного, а также приведены дидактические материалы, которые можно использовать для освоения названной лексико-семантической группы глаголов обучающимися. Актуальность настоящего исследования обусловлена прежде всего трудностью системы русского глагола, обладающего самой богатой парадигмой. Необходимость эффективного освоения русской глагольной системы особенно возрастает при изучении русского языка как иностранного (далее - РКИ). В статье представлен структурный и семантический анализ глаголов движения, а также раскрыты их синтагматические свойства. Для облегчения знакомства с русскими глаголами движения наряду с теоретическими упражнениями в методике преподавания РКИ активно используются упражнения в игровой форме, грамматические рифмовки, имитативные задания и т. п. Они позволяют иностранным обучающимся в ненавязчивой форме закрепить изучаемую теоретическую информацию, активизируют совместную речевую деятельность обучающихся, в рамках актуального в методике преподавания РКИ функционально-коммуникативного подхода дают возможность совершенствовать полученные речевые навыки и грамматические умения. This article describes the main aspects of studying verbs of movement in the course of Russian as a Foreign Language, and also provides didactic materials that can be used for mastering the named lexical and semantic group of verbs by students. The relevance of this study is primarily due to the difficulty of the Russian verb system, which has the richest paradigm. Russian as a Foreign Language (hereinafter referred to as RFL) is especially necessary for the effective development of the Russian verb system. The article presents a structural and semantic analysis of verbs of movement, as well as their syntagmatic properties. To facilitate acquaintance with the Russian verbs of movement, along with theoretical exercises, the teaching methodology of RFL actively employs exercises in the form of a game, grammatical rhyming, imitative exercises, etc. They allow foreign students to consolidate the studied theoretical information in an unobtrusive form, activate the joint speech activity of students, within the framework of the functional and communicative approach that is relevant in the teaching methodology of RFL, they make it possible to improve the acquired speech skills and grammatical skills.

scholarly journals DIDACTIC ASPECT OF USING LEXICAL SYNONYMY IN THE PROCESS OF LEARNING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
pp. 58-60
Author(s):  
Hadi Bak ◽  
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Practical Work ◽  
Teaching Methodology ◽  
Semantic Group ◽  
Lexical Meaning ◽  
Lexical Semantic ◽  
Lexical Richness ◽  
Semantic Associations ◽  
Communicative Approach

The article deals with the issues of learning Russian as a foreign language using a communicative approach. In the Turkish linguistic literature much attention is paid to the study of language, methods of development of oral and written speech of students. Russian as a foreign language teaching methodology is based on the methodology of teaching foreign languages in General and Russian linguistics in particular, and provides opportunities for solving didactic problems. At the moment, the most effective way to learn Russian as a foreign language is, first of all, to teach students communication activities. The author pays special attention to the concept of “lexical-semantic group”, since the introduction of foreign language vocabulary as part of integral semantic associations will help students to assimilate the lexical richness of the language being studied. When teaching foreign students, considering a word in the structure of semantic associations of words will contribute not only to a deep understanding of its lexical meaning, but also to mastering typical word usage. As an argument, the didactic aspects of using the synonymic series of the lexeme “laugh”are considered. The lexical meaning of a word is manifested not only in a specific unit, but also in specific phrases and in certain stylistic boundaries. Therefore, in practical work with vocabulary, special attention should be paid to the lexical and grammatical compatibility of words, their stylistic characteristics. This requires working on the semantic equivalence and stylistic shades of phraseological combinations, as well as their functions in literary texts and colloquial speech. In fragments of a literary text, it is also advisable to work on the stylistic shades of the lexeme, in our case, “laught”. Specific examples of practical work on fragments of the text of the play “the Cherry orchard” by A. p. Chekhov are given. Generalized that work with various shades of meaning of lexemes, phraseological units of the synonymous row of the word “laugh” in the passages of literary text and spoken language, firstly, enables students to correctly use them in various speech situations, and second, deepening knowledge about the lexical richness of the Russian language, and provides materials for work on the comparative typology of Russian and Turkish languages. Keywords: Russian as a foreign language, communicative approach, lexical-semantic group of words.

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning

2019 ◽  
pp. 43-54
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Training Model ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Integrated Learning ◽  
The Subject ◽  
Technology Of Production

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The im-plementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign lan-guage, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.

scholarly journals Nadie se queda atrás: la integración del alumnado de E/LE en el aula de secundaria

2020 ◽  
Author(s):  
Sara Badia-Climent
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Key Words ◽  
Foreign Students ◽  
Native Language ◽  
Native Students ◽  
Secondary Classrooms ◽  
The Troubles ◽  
Palabras Clave ◽  
Communicative Approach

  Resumen: En la actualidad, las aulas de secundaria se han convertido en espacios multiculturales que han llevado tanto a alumnos como a profesores a enfrentarse a una nueva realidad dentro de las clases. Los alumnos de origen extranjero y con lengua no nativa se ven obligados a adaptarse e integrarse a un ritmo vertiginoso que, en ciertas circunstancias, es inasumible; especialmente en aquellos alumnos que han entrado dentro del circuito escolar a partir del ciclo de secundaria y en mitad de curso. El objetivo, por tanto, de este artículo es analizar los resultados de aprendizaje de los alumnos inmigrantes de 3.º de ESO dentro de una secuencia didáctica dedicada al género anuncio para a) detectar la problemática de aprender una lengua mientras se trata de impartir los contenidos curriculares correspondientes y, sobre ellos, b) proponer una serie de modificaciones que puedan paliar estas dificultades. Palabras clave: Análisis de Errores, Enfoque por tareas, Enfoque Comunicativo, ELE en Secundaria,   Traducción del título al inglés Abstract: Nowadays, secondary classrooms have turned into multicultural spaces that have driven students and teachers to a new academic reality. Foreign students that haven’t got Spanish as native language must adapt and include in a fast-way. This situation, sometimes, is unacceptable, especially when students have started the scholar-circuit in the middle of course.             For this reason, the aim of this paper is to analyse the learning results of non-native students of 3.tr of ESO during a didactic sequence of advertisement genre to a) detect the troubles of learning a new language while they are trying to assimilate the curricular contents and, therefore, b) propose a series of modifications that could palliate these difficulties. Key words: Mistake’s Analysis, Tasks-Based Approach, Communicative Approach, Spanish as foreign language in High Schools

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 TO THE QUESTION OF USAGE OF COGNITIVE STRATEGIES IN READING FOR TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO BEGINNERS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.M SYIROVA ◽  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Reading Strategies ◽  
Foreign Students ◽  
Vocational Training ◽  
Cognitive Strategies ◽  
Special Structure ◽  
Speech Activity ◽  
The Future ◽  
Source Of Information

In the modern methodology of teaching Russian as a foreign language, special attention is paid to the training of future engineers, and the engineering profile is highlighted in the framework of teaching the language of the future specialty. Numerous works have been devoted to the training of foreign students of this profile, which have proven the existence of features of engineering thinking and perception of information. It was assumed that these features of thinking, the cognitive features of future engineers are formed under the influence of the specifics of vocational training, including reading engineering texts, since the texts of an engineering profile have a special structure. Reading as a type of speech activity plays a key role in the acquisition of knowledge by future engineers, since reading specialty texts is the main source of information for students. The work examines the main cognitive strategies, the use of which effectively affects the process of perception of information when reading. The author of the article considers reading strategies, the teaching of which at the stage of teacher training can help future engineers in the future when reading texts during their studies at a university and in preparation for entering a university.

scholarly journals Learning Russian as a foreign language while working with a dictionary

2021 ◽  
pp. 52-63
Author(s):  
Елена Владимировна Демишкевич ◽  
Оксана Александровна Кузина ◽  
Татьяна Петровна Найденова
Keyword(s):  
Foreign Language ◽  
Information Exchange ◽  
Foreign Students ◽  
Foreign Languages ◽  
Educational Activity ◽  
Speech Activity ◽  
Core Subjects ◽  
Recognition Of Objects ◽  
Linguistic Functions ◽  
Source Of Information

Статья посвящена вопросу изучения русского языка как иностранного. Помощь в изучении русского языка может оказать словарь, как богатый источник информации. Целью работы является показать, что предложенная работа со словарём является полезным видом деятельности. Словарь можно использовать как при чтении, так и при выполнении письменных работ. Данная работа играет важную роль в изучении русского языка как иностранного. Авторы обращают внимание, что герменевтическая и лингвистическая функции представляют собой систему профессионально  значимых операций, видов и форм учебной деятельности при овладении иностранным языком. К используемым методам относятся: метод пояснения, метод сопоставления, метод уточнения. Методологический основой послужили работы в области теоретической и практической  методики преподавания иностранных языков. Результатом является описание профессионально значимых операций, видов и форм учебной деятельности, которые можно использовать при работе со словарём. К герменевтической функции относятся: понимание, восприятие, осмысление, узнавание предметов и явлений, речевая деятельность, структурная схема речевой деятельности, речь, понятие смысловой структуры текста и тектообразующая функция терминов. К лингвистической функции относятся: оперирование лексическими и грамматическими нормами оформления терминов, моделирование групп терминов, владение орфографическими, орфоэпическими нормами оформления терминов, оформление результатов обмена информацией, формирование отдельных навыков словоупотребления и осмысление экстралингвистической информации. Приводятся примеры работы со словарной статьёй. Результаты могут быть применены при обучении иностранных обучающихся русскому языку как иностранному в военно-морских вузах. Авторы пришли к выводу, что обучение иностранных слушателей возможно проводить по специально разработанной программе, которую необходимо строить с учетом учебного материала и тех видов речевой деятельности, в которые включается обучающийся на занятиях по профилирующим предметам. The article is devoted to the issue of studying Russian as a foreign language. A dictionary can help you learn Russian as a rich source of information. The purpose of the work is to show that the proposed work with the dictionary is a useful activity. The dictionary can be used both when reading and when doing written work. This work plays an important role in the study of Russian as a foreign language. The authors draw attention to the fact that hermeneutical and linguistic functions represent a system of professionally significant operations, types and forms of educational activity in mastering a foreign language. The methods used include: the method of explanation, the method of comparison, the method of clarification. The methodological basis was the work in the field of theoretical and practical methods of teaching foreign languages. The result is a description of professionally significant operations, types and forms of educational activities that can be used when working with a dictionary. The hermeneutic function includes: understanding, perception, comprehension, recognition of objects and phenomena, speech activity, the structural scheme of speech activity, speech, the concept of the semantic structure of the text and the tectonic function of terms. The linguistic function includes: the operation of lexical and grammatical norms of the design of terms, the modeling of groups of terms, the possession of spelling, orthoepic norms of the design of terms, the design of the results of information exchange, the formation of individual skills of word usage and the comprehension of extralinguistic information. Examples of working with a dictionary entry are given. The results can be applied in teaching foreign students Russian as a foreign language in naval universities. The authors came to the conclusion that the training of foreign students can be carried out according to a specially developed program, which must be built taking into account the educational material and those types of speech activity in which the student is included in the classes on core subjects.

scholarly journals COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE

2021 ◽  
Vol 1 (193) ◽  
pp. 461-465
Author(s):  
Olena Hladka ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Integrated Approach ◽  
Language Teachers ◽  
Grammatical Structure ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Grammatical Competence ◽  
Grammatical Skills ◽  
Communicative Approach

The article deals with peculiarities offorming future foreign language teachers’ grammatical competence in realization of communicative approach. The notion "future teacher’s grammatical competence" and its constituents are specified. The constituents offoreign language teachers’ grammatical competence comprise grammatical knowledge, grammatical skills (receptive and reproductive) and grammatical awareness (students' ability to register and recognize grammatical phenomena in oral and written speech, features and patterns of their formation and functioning). The types of communicative exercises, characteristic for the formation of grammatical competence of future foreign language teachers in the process of realization of the communicative approach, are offered and substantiated. The grammatical competence of the future foreign language teacher as a component of professional competence can be defined as intuitive (determining the creative and spontaneous use of language) and intellectual (which can be manipulated consciously) knowledge and ability to use grammatical resources of the language which can be achieved due to the integrated approach to learning grammar material, which provides an organic combination of conscious and subconscious components in the learning process, which will ensure their success in further professional activities. While communicative approach realization communicative (linguistic) tasks are prioritized. After all, it is the latter that bring the development of grammatical skills and abilities closer to the conditions of real communication - motivated and purposeful. Each grammatical structure can be carefully processed and automated thanks to the creative approach of the teacher to the selection of tasks.

Denotational Incongruencies in TEFL: Cognitive linguistic solutions for a didactic problem

2019 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
Olaf Jäkel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Semantic Analysis ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Intercultural Communicative Competence ◽  
English Classroom

Abstract Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2014). This contribution based on authentic evidence from the Flensburg English Classroom Corpus (FLECC) (Jäkel 2010b) is going to demonstrate that and how denotational incongruencies also affect foreign language teaching by creating problems of intercultural misunderstanding. The proposed approach to their comparative analysis can hopefully provide solutions. Thus, German “Bitte” is not always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially the types of granularity differential and even crosspiece incongruencies pose a didactic problem for teachers whose origin needs to be recognized. First of all, the cognitive field-semantic analysis contributes to a differentiated recognition by the teacher. In a next step, cognitive linguistics can contribute motivated solutions for TEFL and its teaching methodology. In sum, this makes for a two-stage consciousness raising enterprise: Teachers realize in how far denotational incongruencies interfere in their pupils’ foreign language learning. And they find appropriate methods to make their pupils aware of concrete cases of denotational incongruencies – an important ingredient for promoting intercultural communicative competence in foreign language teaching.

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