scholarly journals VIDEO LESSONS AS ONE OF AN EFFECTIVE METHODS IN TEACHING RCL TO CHINESE STUDENTS

2020 ◽  
Vol 74 (4) ◽  
pp. 428-432
Author(s):  
Duo Li ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Comparative Method ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Video Tutorials ◽  
Video Lesson ◽  
Teaching Chinese ◽  
The Russian Language

The Russian language is one of the richest languages ​of our time. Currently, more than 200 million people speak Russian. It is also one of the ten working languages ​​of the United Nations. The Russian language is one of the most difficult for foreign students to learn, which necessitates a better approach to the educational process. The article examines the study of the problem of increasing the effectiveness of teaching Chinese students Russian as a foreign language. A solution to the problem in the auxiliary application of video tutorials is proposed. An analysis of several existing video tutorials available online is being carried out. The article deals with the comparative method of difficult moments that may arise for Chinese students studying Russian. It is confirmed that the creation of a new video lesson and the linguo-methodological foundations of its implementation in the educational process are new and relevant.

M-learning in project activities when teaching Russian as a foreign language

2021 ◽  
Author(s):  
Evgeniya Kallisratidis ◽  
Svetlana Korostova ◽  
Igor' Nefedov ◽  
Andrey Panteleev ◽  
Anna Tretyakova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Additional Source ◽  
Home Reading ◽  
Introductory Part ◽  
Depth Study ◽  
Advanced Stages ◽  
The Russian Language

The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.

scholarly journals Teaching the adverbial participle to Hispanic students on the lessons of Russian as a foreign language

2021 ◽  
pp. 59-64
Author(s):  
Д.Р. Валеева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Scientific Literature ◽  
Hispanic Students ◽  
Comparative Method ◽  
Russian Language ◽  
Similarity And Difference ◽  
Teaching Grammar ◽  
The Russian Language

Цель статьи – сопоставить русское деепричастие c испанским герундием и описать специфику презентации материала по теме «Деепричастие» испаноговорящим студентам. Методология работы основана на анализе и обобщении научно-педагогических трудов отечественных и зарубежных ученых в области преподавания грамматики. Несмотря на определенные сходства русского деепричастия с испанским герундием, нельзя отождествлять исследуемые грамматические формы. Автором также обосновывается целесообразность применения сопоставительного метода в преподавании, поскольку сравнение деепричастия с герундием на занятиях позволяет испаноязычным учащимся быстрее усвоить материал, избежать ошибок в употреблении деепричастия и, следовательно, достичь наилучших результатов в области овладения русской грамматикой. The purpose of the article is to reveal the features of similarity and difference between the adverbial participle and the Spanish gerund and describe the specifics of the presentation of the material on the topic «The adverbial participle» for the Hispanic audience. The methodology of work is based on the analysis and generalization of scientific and pedagogical papers of domestic and foreign scientists in the field of teaching grammar. When writing the article, the author also used textbooks on the Russian language for foreign students. The analysis of the scientific literature made it possible to reveal certain similarities between the adverbial participle and the Spanish gerund. But the article reveals the fact that it is nevertheless impossible to identify the investigated grammatical forms. The author justifies the advisability of applying a comparative method in teaching. Comparison of Russian adverbial participle with Spanish gerund during classes allows Hispanic students more quickly learn the material, avoid mistakes in the use of adverbial participles and, consequently to achieve the best results in the field of mastering Russian grammar.

scholarly journals Most common mistakes Chinese students make while learning Russian as a foreign language

2020 ◽  
pp. 146-154
Author(s):  
Galina E. Sokolova
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Educational Material ◽  
Russian Language ◽  
Language Competence ◽  
Lecture Material ◽  
Language Norms ◽  
Teaching Chinese ◽  
The Russian Language

This article analyzes the various types of mistakes that Chinese students who come to study to Russia make. Since the improvement of the students’ speech culture and literacy is one of the main challenges that a teacher of Russian as a foreign language faces, it is necessary to carefully differentiate, distinguish and combat all possible sorts and kinds of errors Chinese students make while studying. Unfortunately, most students’ language competence is too low for a fullfledged academic activity. They find it difficult to communicate in the Russian language, to work with the educational material, to write, listen to, perceive, and then to reproduce the lecture material. The Chinese language is fundamentally different from the Russian language, for example, Chinese nouns are not marked for gender, number, or case. And when learning Russian, students face rules and language norms, which they find very difficult not only to understand, but also to apply in practice. Observations and years of experience of teaching Chinese students prove that the mistakes, they make in the process of learning Russian, are quite similar. Therefore, the article attempts to consider, analyze and organize possible cases of violation of all language norms of the Russian language.

scholarly journals VIDEO COURSES AS ONE OF THE METHODS FOR IMPROVING THE EFFICIENCY OF TEACHING THE RUSSIAN LANGUAGE AS A FOREIGN

2020 ◽  
Vol 71 (1) ◽  
pp. 650-655
Author(s):  
D. Li ◽  
◽  
F. Yezhanova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Language Level ◽  
The Creation ◽  
The Russian Language

Russian is one of the most abundant languages of our time. Currently, more than 200 million people speak Russian. It is also among the ten working languages of the UN. The Russian language is one of the most difficult for foreign students to study, which necessitates a better approach to the educational process. This article discusses the study of the problem of increasing the effectiveness of teaching foreign students the Russian language as a foreign language. A hypothesis is put forward about the auxiliary use of video courses to solve the problem. An analysis is made of several existing video courses available online, showing their diversity in content, approach, and language level. Some typical difficult moments that may arise in students of the Russian language are considered. It is confirmed that the creation of a new video course and the linguistic and methodological foundations of its introduction into the educational process are new and relevant.

scholarly journals The Use of Homonymys in Teaching Chinese Students the Russian Language at an Early Stage

2020 ◽  
pp. 175-181
Author(s):  
Yuanyuan Fan ◽  
E.N. Tarasova
Keyword(s):  
Early Stage ◽  
Comparative Method ◽  
Chinese Students ◽  
Russian Language ◽  
Didactic Material ◽  
Teaching Chinese ◽  
The Russian Language ◽  
Modern Technologies

This article considers the problem of grammatical homonymy when teaching Russian to Chinese students; special attention is paid to the use of homonyms in various aspects in Russian and Chinese. The authors of the article give examples, which include homonyms in various speech and other genres, for example, dialogue, advertising, and names. The article illustrates the use of the comparative method for teaching Chinese students to communicate in Russian and to use grammatical forms with homonyms. The training is based on modern technologies: a projector, a computer are designed to more effectively master didactic material. In order to check the degree of understanding the use of homonyms when comparing Russian and Chinese languages, exercises are proposed.

scholarly journals Distance learning in the university foreign language environment through the eyes of Chinese students

2021 ◽  
Vol 53 (5) ◽  
pp. 125-138
Author(s):  
Inga Y. Smelkova ◽  
◽  
Ekaterina N. Tuana ◽  
Svetlana A. Gubareva ◽  
Irina A. Krasnova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Chinese Students ◽  
Russian Language ◽  
Alternative Form ◽  
Administrative Services ◽  
Language Environment ◽  
The University ◽  
The Russian Language

Introduction. With the transition of universities around the world to distance learning during the pandemic of COVID-19, the higher education has become the global and accessible, and competition between universities in the international educational market has increased. The opinion of Chinese students about distance learning as an alternative form to the traditional in-person education at Russian university is an important criterion for the evaluation of university's ability to retain and attract the foreign students to study in Russia in an environment of competition among the universities, as the Chinese students exactly are make up the majority among the foreign students of Russian universities. The purpose of the study is to find out the opinion of Chinese students about the distance learning format at the Russian university from the point of view of influence it on the formation of communicative competence in Russian language and adaptation to a foreign language environment of university. Materials and methods. The 100 Chinese students of 1-4 years of the Humanitarian Institute (HI) and 57 students of the 1st year of the Institute of Industrial Management of Economics and Trade (IIMET) of Peter the Great St. Petersburg Polytechnic University took part in the survey. The research methods are analysis and systematization of student’s answers to questionnaires, content analysis. Results and discussion. The results of the research showed: 1) the Chinese students in general assess the distance learning format as more comfortable (89% – comfortable, 3% – not comfortable) in comparison with in-person (43% – comfortable, 54% – not comfortable) education in the psychological aspect, which is associated with their national characteristics (75% of students are not afraid to answer in front of other students in a distance format, 89% of students feel more comfortable in distance classroom lessons); 2) the students do not experience the difficulties in using the new technical programs and Internet resources (56% – no difficulties; 24% – yes difficulties; 20% – no answers); 3) the formation of communicative competencies in the Russian language largely depends not on the format of learning (68% of students like to study Russian in distant format, 59% are satisfied with their success in learning Russian), but on the readiness and individual skills and abilities of the learner to study (58% of students note they use knowledge of the Russian language in the classroom) and on the teacher skills and abilities in the work in a distance format (75% of students note the importance of presentation materials prepared by the teacher); 4) the difficulties in adapting to the foreign language environment of the university are associated with the level of proficiency in the Russian language and the cultural traditions of the countries (74% of students note difficulties in communicating with the administrative services of the university, 64% of students do not use Russian to solve educational and administrative issues). Conclusion. The obtained results and conclusions can be useful for academic staff, as well as employees of the administrative services of the university and all interested persons who works with Chinese students.

scholarly journals SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

2020 ◽  
pp. 146-156
Author(s):  
Елена Александровна Гасконь
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Academic Literature ◽  
Language Classes ◽  
Pedagogical Relations ◽  
Russian Universities ◽  
The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

scholarly journals Experience in the use of interviews in teaching Russian to Chinese students-specialists in Russian philology

2020 ◽  
pp. 68-74
Author(s):  
Vladislav D. Yanchenko ◽  
Wei Ningning
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Communicative Competence ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Constructive Dialogue ◽  
The Russian Language

The article highlights the key issue of the organization of educational activities of Chinese students through interviews. It is recommended to use interviews to increase the communicative competence of students, to develop speaking skills. The teaching potential of the interview is revealed, the great possibilities of the interview are shown in the modernization of the educational process at the pedagogical university, for the professional education of Chinese students studying the Russian language. Teaching students to speak is organized based on the method of posing the question and the methodology of the unfinished thesis, using the “Bloom daisy” technique. Thanks to this, Chinese students are involved in a constructive dialogue, learn to ask counter questions and give detailed answers. The proposed methods enrich the teaching methodology of Russian as a foreign language, improve the quality of education.

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.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

Sign in / Sign up

Export Citation Format

Share Document