scholarly journals Comparative Studies of Educating Methods of Different - Structured Languages: Etymological and Semantic Aspect

2019 ◽  
Vol 8 (7) ◽  
pp. 102
Author(s):  
Dilyara Sh. Shakirova
Keyword(s):  
Foreign Students ◽  
Life Experience ◽  
Native Speakers ◽  
Russian Language ◽  
Literary Texts ◽  
Value Systems ◽  
Abstract Concepts ◽  
National Tradition ◽  
Semantic Aspect ◽  
Russian Dictionary

The concepts in English and Russian dictionary sources of various types are used in the study to help  teachers. The aim is  to investigate the educating methods, not only  for foreign students but also native speakers of the Russian language to acquaint themselves with the ideas of interpretation of individual images by the representatives of a given nation In the course of the research, analyzing  approximately 40 common methods of teaching (explanatory, encyclopedic, scientific and technical, etc.). Results confer the possibility of grasping the intended concepts of folklore, literary texts or folk art and as well as abstract concepts . However, these concepts emerge from the interaction of national tradition and folklore, religion and ideology, life experience and images of art, sensations and value systems of this ethnic system.

scholarly journals Description of Synonyms in Linguodidactics: Integrative Approach (based on the Synonymous Row of Verbs with a Common Meaning ‘do nothing’)

2020 ◽  
pp. 44-64
Author(s):  
E. I. Zinovieva ◽  
N. Y. Vu
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Native Speakers ◽  
Russian Language ◽  
Integrative Approach ◽  
Russian Linguistics ◽  
Semantic Group ◽  
Russian Speakers ◽  
The Russian Language

The article is devoted to the description of a synonymous series of Russian verbs with a dominant idle against the background of the Vietnamese language for further presentation of Russian units in a Vietnamese audience. The approaches to the study of synonymous units traditionally highlighted in Russian linguistics are considered. The relevance of an integrative approach to the analysis of synonyms for linguodidactic purposes is substantiated. The novelty of the study is that such a comprehensive approach allows us to analyze synonyms at the level of the language system, discourse and language consciousness of native speakers. The relevance of the study is due to the fact that the synonymous row under study is included in the lexico-semantic group of behavior verbs, nuclear for the Russian language, as well as the lack of training dictionaries of Russian synonyms for foreign students. The authors determine the structure of the studied synonymic row in the Russian language, analyze the semantics, typical situations of use, the stylistic classification of units according to the components that make up the synonymic series. Particular attention is paid to data from a survey of native Russian speakers. A comparative analysis of Russian synonyms and their translation equivalents in the Vietnamese language is presented. Relevant parameters of the characteristics of the members of the synonymous row are identified to optimize the work with these units in the Vietnamese audience. Linguistic and methodological recommendations on the presentation of Russian synonyms in a Vietnamese audience are offered.

scholarly journals FAMILY COMMUNICATION IN THE LIGHT OF THE RUSSIAN VERBAL IDEAL: AXIOLOGICAL VIEW (BASING ON MATERIAL OF FAMILY CONVERSATIONS OF URAL TOWN COLLOQUIAL LANGUAGE NATIVE SPEAKERS)

2019 ◽  
Vol 7 (4) ◽  
pp. 1069-1079
Author(s):  
Alla A. Evtyugina ◽  
Irina V. Shalina ◽  
Konstantin O. Shokhov ◽  
Hairullo N. Tabarov
Keyword(s):  
Family Communication ◽  
Secondary School Teachers ◽  
Native Speakers ◽  
Russian Language ◽  
Value Systems ◽  
Communication Optimization ◽  
Study Materials ◽  
Colloquial Language ◽  
The Family ◽  
Value Sets

Purpose of the study: The topicality of the issue under study is caused by the interest to peculiarities of the Russian national routine verbal communication, and to constants and variables thereof. The goal of the article is finding certain peculiarities of family communication which are revealed against the background of the Russian verbal ideal. Methodology: A leading approach to the investigation of this issue is linguo-culturological one which allows revealing value systems, apprehensions and stereotypes realized in family conversations of Ural town colloquial language native speakers and contributing to harmonization of communication between the family circle members, both close and distant. Results: As a result of the undertaken analysis, it was found that communicators’ socio-centric view of life is supported by the value sets on cooperation, the entourage’s respect, jocosity, communicative confidence, and sociability; value of complicity to the family circle and family memory were revealed; the trend to direct valuation use was denominated; it was shown that it is the popular-tongue environment wherein apprehensions of Russian people about children’s obedience, fate and justice are tied up (Alapuro, R., Mustajoki, A., & Pesonen, P. (Eds.). (2011)). Applications of this study: Materials of the article can be of interest for researchers of the Russian communicative culture, colloquialisms, teachers of Russian language as a foreign language, specialists in scope of communication optimization, higher and secondary school teachers, people forming and perfecting skills of conflict-free communication within the Russian verbal ideal. Novelty/Originality of this study: The authors established that participants of a family communication take definite verbal efforts for providing communicative concord and harmony supporting speech traditions flowing out from parents’ families. The socio-centric mental outlook of speech partners is achieved through realization of conversational sets on cooperation, respect to close people, communicative confidence and frankness. Senior family members translate communicative stereotypes that are adopted in their parents’ families.

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.

THE LINGUODIDACTIC METHODS OF FAMILIARIZING STUDENTS WITH FOREIGN CULTURAL CONCEPTS

2019 ◽  
pp. 125-131
Author(s):  
I. M. Prozhohina
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Academic Discipline ◽  
Heuristic Method ◽  
Russian Language ◽  
Cultural Concepts ◽  
A Value ◽  
Language And Literature ◽  
The Russian Language ◽  
Insight Into

Modern philological education provides a deep introduction to the national culture as well as the national mentality of native speakers of a particular language. Linguistic conceptology is an academic discipline serving this purpose. There are some tutorials created by Taras Shevchenko National Uni- versity of Kyiv professors I.O. Holubovska, O.S. Snytko, N.V. Slukhay, and others, that are dedicated to this subject matter. However, the linguodidactic aspect of linguistic conceptology, especially for training foreigners, has not been investigated yet. This article deals with some of the linguodidactic methods concerning familiarizing foreign students with Russian cultural concepts. These methods are used by the author of this article in an academic course “The Russian Language and Cultural Con- cepts” which is a part of the educational program “The Russian Language and Literature” for foreign students of master’s degree in the Institute of Philology. A teacher’s intention is to provide foreign students with some information concerning national peculiarities of Russian linguocultural concepts. Familiarizing students with cultural concepts must include three pillars: an image, a conceptual component and a value dimension which is the most important one. The linguodidactic methods for this purpose are: visualization of information using heuristic approach; insight into metaphorical traits of a concept; use of idiomatic expressions etc.; use of synonyms; explanation of word etymology and ascertaining of derivational links; experimental data received through psycholinguistics methods; cognitive analysis of poets’ and writers’ sentences about a topic. Specific pieces of Russian cultural concepts (УЮТ, ДУША, ИНТЕЛЛИГЕНЦИЯ, НЕПРИКАЯННЫЙ, МАЯТЬСЯ and some others) are good examples of these methods usage. Choos- ing a method depends on concept peculiarities. It is proved that the heuristic method is the most effec- tive one, considering the necessity of development master’s general and special competences.

scholarly journals FEATURES OF STUDYING ETHICAL CONCEPTS OF RUSSIAN FAIRY TALES IN THE LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 225 ◽  
pp. 53-60
Author(s):  
A.E. Avdeeva ◽  
◽  
N.M. Dmitrieva ◽  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Foreign Students ◽  
Fairy Tale ◽  
Native Speakers ◽  
Native Speaker ◽  
Russian Language ◽  
Significant Information ◽  
Russian People ◽  
The Russian Language

The fairy tales contain plot and language elements that illustrate the ethical concepts of the Russian language picture of the world. Linguistic and cultural unit, which is rich in Russian fairy tale, known to every native speaker, on the one hand, complicate the understanding of them foreigners, and on the other help to understand the “Russian spirit” and traditions of Russian involved in Russian culture and allow formation of linguocultural competence for learners of Russian language. When referring to fairy tales, it is effective to use a linguocultural comment. Linguistic and cultural commentary refers to additional culturally significant information contained in texts and disclosed in their interpretation. This comment can be used at the elementary and basic levels. At an advanced level, you can analyze concepts that reveal the features of the Russian worldview. Ethical concepts reflect the value picture of the human world. These concepts include love and loyalty, humility and submission, joy and suffering, wisdom and patience, charity, and others. Russian fairy tales, describing the way of life, customs and traditions, spiritual and ethical values of the Russian people, are a reflection of the Russian mentality. For successful communication with native speakers and comfortable stay in a foreign language space, foreigners need to understand the values and mentality of the Russian people. Studying ethical concepts in fairy tales in the RFR classes forms a linguistic and cultural competence for foreign students, whose knowledge leads to rapid and successful adaptation in Russia, and the elimination of cultural and communicative barriers when communicating with native speakers of the Russian language.

scholarly journals «THE NAMING DICTIONARY OF THE RUSSIAN LANGUAGE»: RESEARCH PERSPECTIVES

2017 ◽  
pp. 159-163
Author(s):  
A. V. Zamilova ◽  
T. U. Satuchina
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Russian Language ◽  
Research Perspectives ◽  
Language Research ◽  
Linguistic Sign ◽  
New Type ◽  
The Russian Language ◽  
Russian Dictionary ◽  
Additional Point

The article deals with the concept, project and originality of the new type of onomasiological naming dictionary formation. There are a number of psycholinguistic studies on the basis of the Naming Dictionary articles. The results of these studies show linguomarketing potential of the words-bionyms and their real function in company names, peculiarities of the native speaker linguistic consciousness, correlation lexicographic and “psychologically real” meaning of the word and peculiarities of the linguistic sign variation. The Naming Russian Dictionary reflects the knowledge about words in fundamentally new dimension: not according to the prescriptive function (in the current dictionary it is kept to the minimum) but in terms of the native speakers’ idea about word semantics and its reference with reality. An additional point is that the dictionary is made on the basis of the linguistic experiment. It provides not only enlargement of current linguistic studies in the sphere of the linguomarketology but it allows one to study an ordinary linguistic consciousness of native speakers of the Russian language.

scholarly journals Taboo vocabulary in the system of teaching RFL to philologists: linguocultural aspect

2019 ◽  
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Real Life ◽  
Russian Language ◽  
Point Of View ◽  
Language And Culture ◽  
Ethnic Stereotypes ◽  
The People ◽  
Approach To Teaching ◽  
The University

Today, the linguocultural approach to teaching RFL is considered the most promising and significant. Every culture has words that native speakers avoid either subconsciously or consciously. These forbidden words reflect the cultural characteristics of a particular nation; they are a necessary component of a linguistic personality and are directly related to formation and functioning of a conceptual picture of the world of a particular ethnic group. Mastering a language is impossible without understanding the culture of the people being studied, and taboo vocabulary is, of course, a significant part of our language and culture. The article presents an attempt to consider the taboo vocabulary of the modern Russian language from the point of view of the necessity and the possibility of teaching it in the RFL course for foreign philology students. In particular, there is a change in the causes of emergence of modern speech taboos: if earlier the main reason for taboos was fear, then today we are talking about psycholinguistic changes in society related to the general orientation towards tolerance, providing all members of society with equal opportunities. Nowadays, this is the main reason for the taboo on certain words. In addition, the author argues that taboo topics will not be the same for intra-communication and intercultural communication (as an example, we can talk about negative ethnic stereotypes). Finally, the RFL teacher is asked the question: should a taboo vocabulary be discussed in class with foreign students? And if so, what is the mechanism for teaching “forbidden” words? The author concludes that, despite some exotic themes, knowledge of the vocabulary tabooed in our culture is extremely important for foreign students, as it will help them not in the predictable atmosphere of the university, but in real life. Obviously, in the system of teaching taboo vocabulary, it is advisable to use the system of language and speech tasks, pretext, text and posttext tasks that is familiar to teachers. As an illustration, the author offers samples of several such exercises, noting that not only sentences modeled by the teacher, but also adapted texts of different styles of speech can serve as examples.

Организация занятия по русскому языку как иностранному

2019 ◽  
pp. 14-17
Author(s):  
Ширин Ыскак кызы
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Speakers ◽  
Culture Shock ◽  
Russian Language ◽  
Approach To Learning ◽  
Strong Trend ◽  
Language Courses ◽  
Language Needs ◽  
To Receive

Аннотация: В статье рассматривается проблема организации учебных занятий по русскому языку как иностранному. Актуальность темы в том, что в последнее время наблюдается достаточно выраженная тенденция, все больше иностранцев знакомятся с культурой России и хотят овладеть русским языком. Так как иностранцы не носители языка, оказываясь в рамках иной культуры и языка, эти студенты испытывают культурный шок и не знают, как применить свои знания и умения при изучении РЯ. Автор обращает внимание, что методика преподавания русского языка для иностранцев значительно отличается. В настоящее время, особенно в условиях иной культуры, весьма трудно выявить базовую методику, поскольку: а) одни иностранные студенты любят самостоятельно заниматься: они любят получать информацию на изучаемом языке из книг; б) другие - предпочитают общаться в диалоге; в) часть студентов любит размышлять, видоизменять воспринятую речь; г) другая часть - воспринимать и репродуцировать чужие идеи, при изучении русского языка. Прочитав статью можно сделать такие выводы. Предлагаемые автором обучающие модели, которые учитывают особенности иностранных студентов являются полезными. Данные в работе различные методики достаточно обоснованы и могут быть использованы в практической деятельности. Рецензируемая работа представляет собой серьезную и интересную научную статью на довольно актуальную тему и показывает что изучение РЯ как иностранного требует особого внимания Ключевые слова: чтение, говорение, письмо, дифференцированный подход к обучению. Аннотация: Макалада орус тилин чет тили катары окутууну уюштуруу маселеси каралат. Теманын орчундуулугу, акыркы мезгилде күн өткөн сайын чет өлкөлүктөр Россиянын маданияты менен таанышууну көбүрөөк каалап жана орус тилин үйрөнгүсү келип жаткандыгы жеткиликтүү айкын байкалгандыгында. Чет өлкөлүктөр башка маданият жана башка тилдин чегинен чыкпай, тилди алып жүрүүчү болбогондуктан, бул студенттер маданий соккуга кабылышат жана орус тилин үйрөнүүдө өзүлөрүнүн билимин жана билгендерин кантип колдонорду билишпейт. Автор орус тилинен сабак берүү усулдугу чет өлкөлүктөр үчүн олуттуу айырмаларына басым жасайт. Азыркы учурда, өзгөчө башка маданияттын шартында базалык усулдукту аныктоо кыйла татаал, себеби: а) кээ бир чет өл- көлүк студенттер өз алдынча үйрөнүүнү жакшы көрүшөт алар үйрөнүп жаткан тилде, китептен маалыматты алганды жактырышат; б) башкалар-маек куруп сүйлөшкөнгө артыкчылык беришет; в) кээ бир студенттер ой жүгүртүп, кабыл алган сүйлөө жөндөмдүүлүгүн өзгөртүүнү жакшы көрөт; г) башка бөлүгүнө – орус тилин үйрөнүүдө башкалардын идеясын кабыл алып жана кайра жараткан жа- гат. Макаланы окуп чыккындан кийин төмөнкүдөй жыйынтык чыгарууга болот автор тарабынан сунушталган чет өлкөлүк студенттердин өзгөчөлүктөрүн эске алып окутуучу моделдердин пайдасы чоң. Бул иште көрсөтүлгөн түрдүү усулдуктар жеткиликтүү негизделген жана практикалык ишмердикке колдонууга болот. Рецензияланган иш бир топ актуалдуу темага олуттуу жана кызыктуу илимий макала болуп эсептелет жана орус тилин чет тили катары окутууга өзгөчө кө- ңүл бурууну талап кылаарын көрсөтөт. Түйүндүү сөздөр: Жазуу, окуу, сүйлѳѳ, ар кандай методикалык жакындоо. Annotation: This article discusses problem of organization of Russian language courses as foreign language. The topic is important because there is a strong trend among foreigners to learn Russian culture and language. Since foreigners are not native speakers, they experience a culture shock and can`t figure out how to use their knowledge and skills in learning Russian language. Author underlines that methodology of teaching Russian for foreigners differs significantly from other methodologies. Nowadays,especially in foreign environment, it is hard to determine basic methodology, because a) some foreign students prefer to study on their own; they prefer to get information from books in subject language b) others students prefer to talk c) some others students prefer to contemplate and modify received knowledge d) some other students prefer to receive and reproduce other`s ideas when learning Russian language. This article leads to such conclusions. Methodologies, recommended by author, take into account characteristics of foreign students and are useful in teaching Russian language. Suggested methodologies are justified enough and can be used in practice. This paper is significant and interesting article on important topic and proves that learning Russian as a foreign language needs thorough examination. Key words: reading, speaking, writing, differentiated approach to learning.

Specification of spelling literacy development among foreign children at the primary stage of Russian language education in a polyethnic educational environment

2021 ◽  
pp. 104-111
Author(s):  
Tatiana A. Tatiana A. ◽  
Svetlana A. Deryabina ◽  
Svetlana V. Konchakova
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Language Education ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Russian Language ◽  
Initial Stage ◽  
Level Of Knowledge ◽  
The Individual ◽  
General School

The issue of organizing the learning process taking into account the individual characteristics of students is getting more and more important in the conditions of a polyethnic educational space. We draw attention to the little-studied initial stage of mastering spelling by foreign children, who find themselves in unequal educational conditions associated with the need to perceive the material at the same level with native speakers, the same way of assessing the level of knowledge. The aim of the study is to describe the main linguistic difficulties of acquiring spelling skills at the initial stage of learning Russian by foreign students, and to determine methodic solutions for orga-nizing Russian language lessons in a primary general polyethnic school. We analyze the main dif-ficulties that arise among foreign language children when acquiring spelling material, consider pe-dagogical tools and methods for developing spelling skills, and offers organizational and methodic recommendations for the development of spelling literacy among foreign students. It is concluded that there is a need for purposeful work on the development of foreign students’ spelling literacy at the initial stage of education in a general school in a polyethnic educational environment, taking into account the peculiarities of the perception of educational material by them, the organization of systemic additional preliminary work aimed at the conscious mastering of the grammatical categories of the Russian language.

scholarly journals The peculiarities of realization of modal values of necessity and epistemic possibility in the Russian and Chinese languages

Litera ◽  
2021 ◽  
pp. 42-52
Author(s):  
Elena Klochkova ◽  
Tatiana Evtushenko
Keyword(s):  
Native Speakers ◽  
Epistemic Possibility ◽  
Russian Language ◽  
Literary Texts ◽  
The Core ◽  
Semantic Fields ◽  
Survey Results ◽  
Cross Lingual ◽  
Modal Values ◽  
Linguistic Units

This article examines the linguistic-specific parameters of language means for expressing modal valies of necessity and epistemic possibility in the Russian and Chinese languages. Particular attention is given to the analysis of quantitative and functional-semantic characteristics of language means for expressing modality in the Russian and Chinese languages from the comparative perspective. The goal of this research lies on examination of functionality of the means of objective and subjective modality within the Russian language reflected in the Chinese language. The research is based on the material of the user parallel corpus, which contains Russian and Chinese literary texts with translation, as well as on the results of student poll conducted for the purpose of determination of meta-representations of the native speakers on functionality of a number of linguistic units of the corresponding microfields. The results of comprehensive analysis demonstrate that the core and periphery of the functional-semantic fields of necessity and epistemic possibility in the Russian and Chinese languages are similar with regards to the types of linguistic units that comprise the field (the core zone consists of modal verbs and modal words); however, the allocation of elements within the field differs. From the functional-semantic perspective, the author determines a group of modal values with accurate cross-lingual correspondences and a group of words with different meanings, as well as indicates the semantic lacunas. The survey results of the native speakers confirm varying degree of consolidation of the opinion on the value of modality markers.

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