Teaching Russian as a Foreign Language Through Literature

2020 ◽  
pp. 61-87
Author(s):  
Enrique Javier Vercher García
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Literary Text ◽  
Literary Texts ◽  
Literary Works ◽  
Selection Of

In this work, the author analyses theoretical and practical issues regarding the use of literature in teaching Russian as a foreign language (RKI), and more specifically for students whose first language is Spanish. In the first section, they address issues of general didactic theory, such as the method and general didactic approach. Next, they present the characteristics and advantages of using literary texts in RKI, such as encouraging reading and learning, teaching the culture of the studied language, and for entertainment. In the following section, they analyse the factors that influence the selection of a literary text to be used in the RKI class. In the next theoretical section, they detail a working methodology with literary texts (introduction to the exercise and prior explanations, pretextual exercises, comments during reading, post-textual exercises, etc.). The work concludes with a compilation of textbooks, authors, and literary works recommended for use in the RKI class, with a description of their main didactic characteristics.

scholarly journals Literary Text as a Learning Tool Russian Language at the National School

2021 ◽  
Vol 7 (3) ◽  
pp. 302-306
Author(s):  
M. Balasanian
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Basic Principles ◽  
Teaching Process ◽  
National School ◽  
The Subject ◽  
Selection Of

Based on the accumulated experience of working with students in the classroom in Russian as a foreign language, in this article, we tried to formulate the basic principles of the selection of literary texts for reading, on which the language teaching process is built. The development of intercultural competence in classes in Russian as a foreign language involves the search for new ways and methods, the effectiveness of which should become the basis for further increasing motivation to the subject.

scholarly journals Środki retoryczne, liryka, glottodydaktyka – o zastosowaniu poezji na lekcji języka obcego

Neofilolog ◽  
1970 ◽  
pp. 157-166
Author(s):  
Dorota Szczęśniak Dorota Szczęśniak
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Language Teachers ◽  
Literary Texts ◽  
Language Awareness ◽  
Rhetorical Devices ◽  
Teaching Language

This paper discusses the importance of working with a literary text (especially poetry) in the context of the foreign language (FL) classroom. In order to facilitate FL teaching, language teachers are encouraged to use poetry and rhetorical devices occurring in such texts (e.g. rhymes, alliteration, metaphor etc.). The paper offers some teaching procedures and techniques based on rhetorical devices, which may prove valuable in raising FL students’ motivation and language awareness while having fun analyzing quality literary texts.

Literary text features as means for individual’s moral qualities formation at the Foreign Language classes in a comprehensive university

2019 ◽  
pp. 40-50
Author(s):  
Alfiya Mamleeva
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Literary Texts ◽  
Cultural Patterns ◽  
Comprehensive University ◽  
Language Classes ◽  
Moral Qualities ◽  
Text Features ◽  
Personal Qualities ◽  
Sense Of Justice

We attempt to analyze the main features of a literary text as a means of moral qualities development in the process of a Foreign Language classes in a comprehensive university. Various moral qualities such as the ability to work in a team, flexibility, honesty, courage and tolerance, sense of justice, the desire for knowledge are highly valued on the labour market today. The potential of the “Foreign Language” discipline contains a unique combination of ideas of spiritual, moral and aesthetic education, through which students are introduced to the ideals of morality and cultural patterns. We aim to identify the essence of text interpretation concept, which includes the reflexive component, important for the development of the aforementioned personal qualities. It is shown that the literary texts contain philosophical information, examples of problematic life situations in which certain social skills, human qualities, decisions and actions are demonstrated. Various examples of life situations presented in the literary texts are deeply analyzed and interpreted by students.

scholarly journals The Contributions of Systemic Functional Linguistics to Literary Text Analysis

2020 ◽  
Vol 3 (9) ◽  
pp. 81-86
Author(s):  
Arsen Nahum Pasaribu ◽  
Erika Sinambela ◽  
Sondang Manik
Keyword(s):  
Content Analysis ◽  
Text Analysis ◽  
Systemic Functional Linguistics ◽  
Literary Text ◽  
Literary Texts ◽  
Literary Language ◽  
Literary Works ◽  
Future Studies ◽  
Functional Linguistics

Systemic Functional Linguistics (SFL) refers to some kind of text analysis, including an analysis of literary language. Some research has verified the study of the literary text using this linguistic apparatus; however the use of SFL in literary text analysis is relatively rare. Therefore, this study investigated the contributions of SFL to literary text analysis. The data of the study were 20 scientific articles focusing on literary text analysis using SFL. The analysis used content analysis to expose the segments of the story analyzed and the components of SFL to analyze them. The findings showed that the method of analysis using SFL on the literary text has brought new perspectives to the researchers, and provided some possible future studies in literary works. Moreover, the study of literary texts is regarded not merely as interpretative practices but as explanatory categories for each segment of a literary text.

scholarly journals Représentation des relations franco-maghrébines dans le roman Apocalypse bébé : apprendre la culture française-maghrébine à travers des textes littéraires

2019 ◽  
Vol 3 ◽  
pp. 00034
Author(s):  
Novi Kurniawati
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Literary Text ◽  
Real Image ◽  
Literary Works ◽  
Two Cultures ◽  
The Real ◽  
French Culture ◽  
The Two Cultures ◽  
The Relationship

<p class="MsoNormal" style="text-indent:0in">Learning a foreign language cannot be separated from literature and culture. One of the definitions of literature is a reflection of society; so through literature we can know the real image of society as well as the culture. Moreover, by knowing the foreign cultures of the countries from which we learn the language, we can not only read, but also understand the problems that appear in the texts studied. Similarly, French culture cannot be separated from Maghreb culture. The two cultures complement each other, later becoming the content of various literary, French literary and Francophone literary. The relationship between the two cultures is also part of the content of Virginie Despentes' novel <i>Apocalypse bébé</i>. Through this novel, we can see an image of the relationship between France and the Maghreb people in their social life. Thus, as a learner of French, we could know not only French culture through the textbooks published by French publishers, but also recognize the French culture associated with France both directly and indirectly. Therefore, the literary text entitled <i>Apocalypse bébé</i> can be an alternative source of learning French, not only in terms of language attached to vocabulary and grammar, but also to know French and Francophone culture so that students know the relationship for understanding and analyzing literary works.</p>

scholarly journals SPHERE CONCEPT OF RUSSIAN LANGUAGE IN THE STUDY OF LITERARY TEXT

2013 ◽  
Vol 3 (3) ◽  
pp. 75-80
Author(s):  
VIOLETTA GRIGORYAN
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Present Article ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Russian Culture ◽  
Text Study ◽  
The Russian Language

Joining Russian culture through literary texts is very important in the process of learning Russian as a foreign language (RFL). It may promote to intelligence of mode of thinking, attached to a new sphere concept, which can effectively help students to be acculturated in the process of creating a second language person at lessons of Russian language in higher school. In the present article we attempt to examine the sphere concept of the Russian language in the system of literary text study.

scholarly journals General Tendencies in Semiotic Research

2007 ◽  
Vol 3 (1 (3)) ◽  
pp. 96-100
Author(s):  
Diana Hambardzumyan
Keyword(s):  
Subject Matter ◽  
Literary Text ◽  
Literary Texts ◽  
Controversial Issues ◽  
Literary Works ◽  
The Real ◽  
Linguistic Unit ◽  
Linguistic Fact

Modern linguistics knows a great number of semiotic researches which focus on a literary text both as a subject matter of literary semiotic and linguosemiotic study. While literary semiotics deals with controversial issues of the style of literary works, linguistic semiotics investigates literary texts paying special attention to the significance of the language unit which reflects the real phenomena, relations and actions turning into a linguistic fact as soon as strong and historically, culturally correlated ties appear in between the linguistic unit as a sign and its referent.

scholarly journals Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

2021 ◽  
Vol 18 (2) ◽  
pp. 194-206
Author(s):  
Ljudmila P. Dianova
Keyword(s):  
Foreign Language ◽  
Modern Science ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Verbal Creativity ◽  
Ethnic Language ◽  
Cultural Component ◽  
Symbolic Content ◽  
The Russian Language

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

scholarly journals Psychological premises for using literary texts in teaching Ukrainian as a foreign language

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Life Experience ◽  
Literary Text ◽  
Literary Texts ◽  
Effective Work ◽  
Semantic Fields ◽  
Effective Development ◽  
Universal Nature ◽  
Main Factor

The article deals with the problem of using a literary text in teaching Ukrainian as a foreign language, in particular, the need to take into account psychological factors when working with a literary text in a language class.The universal nature of fiction literature motivates and justifies the usage of such educational material. Fiction deals with universal and eternal problems: love, separation, hope, faith, struggle, death, betrayal, etc. Therefore, the literary text can excite people of different nationalities. The paper analyzes the psychological and psycholinguistic approaches to reading fiction and using it in teaching. A complete perception of a literary text is possible provided that the semantic fields of the text and semantic fields (primarily emotional) of the reader intersect. Stimulation of the emotional sphere contributes to the effective development of speech skills and facilitates the memorization of lexical units and grammatical and stylistic norms. Therefore, taking into account the interests of foreign students is a main factor for selecting literary texts and organizing effective work with them in the process of teaching Ukrainian as a foreign language. The author defines the specifics of communication “an author – a literary text in a foreign language – a reader”. It is carried out with the help of an intermediary. Such an intermediary is a teacher or an author of a book on literary reading. They select a literary text appealing to the audience, adapt it if necessary, offer comments and a task system, and draw the readers’ attention to important points that can inspire interest and cause discussion, help to establish a parallel between the literary text and the students’ life experience. Thus, the teacher acts as the moderator of the reading process helping to bring the artistic space of the literary text close to the foreign reader’s personality. The author gives examples from her own experience in teaching the Ukrainian language to foreigners using literary texts. Motivated reading and effective discussion of the texts are possible if the students are personally interested in the problems, the events, the heroes’ fate, and the author’s position.

Till Eulenspiegel, Mechthild von Magdeburg, Rudolf von Ems und Herzog Ernst

2016 ◽  
Vol 76 (4) ◽  
pp. 508-529
Author(s):  
Albrecht Classen
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
German Literature ◽  
Literary Texts ◽  
German Language ◽  
Language Classes ◽  
The Right ◽  
Literature Class ◽  
Specific Learning ◽  
Selection Of

In the assumption that literary texts can be employed already in the first German language classes, we are confronted with the question how to select the right texts and whether there might be historical criteria. This article argues that medieval German literature can also be included, if it is dealt with in a pedagogically and didactically skillful manner. The messages of the medieval texts often prove to be astoundingly meaningful, and this even for us today, not only because they develop alternative perspectives, but also because they address basically the same problems as today, even though from their own perspectives. Based on a selection of literary texts from the twelfth through the late thirteenth century this article illustrates what texts could be used well in German as a Foreign Language and in a literature class to meet specific learning outcomes.

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