Russian as a foreign language (RFL): inflectional discordances in noun phrases with prepositional postmodification – learners’ difficulties and problem-solution approaches

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Nadezhda Georgieva ◽  
◽  
Kalina Georgieva
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Noun Phrases ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Linguistic Theory ◽  
Problem Solution ◽  
Intermediate Learners ◽  
Practical Necessity ◽  
Different Ages

The article discusses complexity of syncretic-character relationships between the constituents of noun phrases with prepositional postmodification in Russian language, considering their contradictory interpretations in Russian grammar guides’ analysis when applied in Russian-as-a-foreign-language teaching. The experience with beginners and pre-intermediate learners of different ages indicates the practical necessity of analyzing such units regarding their multi-aspect syntactic potential, which is often incompletely treated by contemporary linguistic theory instructions.

A Term of «Metodics» in the Context of Modern Llinguadidactics

10.12737/7163 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 39-44
Author(s):  
Anatoliy Shchukin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Modern Approach ◽  
The Subject ◽  
Communicative Approach

The article focuses on the content of the term methodology of foreign language teaching and its use in the field of teaching Russian as a foreign language in the context of modern linguadidactics. The article also considers attributions of the term “method” from the position of modern approach to foreign language teaching (sistematic, speach of activites, competence). The article describes the object, the subject of linguadidactics, means of teaching in the context of communicative approach as well as the types of modern methodics (classical, communicative, education drama, intensive, integrative) that have extensive application in foreign and Russian language teaching.

scholarly journals Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals Размышления о грамматике в обучении иностранным языкам

2013 ◽  
pp. 101-106
Author(s):  
Stanislav Jelínek
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Syntactic Structures ◽  
Language Teaching And Learning

The article describes some changes in views on the role and acquisition of grammar as a set of forms and syntactic structures and as a system of rules and paradigms in foreign language teaching and learning. An essential part of the article is devoted to explaining key phases that are used when teaching and learning Russian grammar, mainly by presenting various exercises and focusing on the function of forms and structures in communication. This process is presented based on the example of a textbook for Czech learners of the contemporary Russian language.

Terminological Inconsistencies in Foreign And Russian Language Teaching Methodologies And Translation Problems

2018 ◽  
Vol 7 (5) ◽  
pp. 60-64
Author(s):  
Н. Рунова ◽  
N. Runova
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Teaching Methodologies ◽  
Bilingual Dictionaries ◽  
Translation Methods

The paper discusses inconsistencies in the terminological systems of Russian and foreign language teaching methodologies and justifies the need to enlarge and update current bilingual dictionaries and manuals of methodological terms. It provides a comparative analysis of the terminological systems in English and Russian by examining the semantic content of basic methodology terms. The paper analyzes new English terms, suggests their translation equivalents and outlines the most productive translation methods.

scholarly journals Use Of Interactive Methods In Teaching Foreign Language (Russian) To Veterinary Students

2020 ◽  
Vol 02 (11) ◽  
pp. 611-613
Author(s):  
Ishanova Nargis Rakhmatovna ◽  
Keyword(s):  
Veterinary Medicine ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Comprehensive Analysis ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Interactive Methods ◽  
Veterinary Students ◽  
National Experience

Focusing on interactive methods in foreign language teaching increases the effectiveness of teaching and broadens the student’s horizons along with language learning. This article provides students majoring in veterinary medicine with a comprehensive analysis of the innovative ideas of foreign language (Russian) language, analytical ideas on interactive methods on the example of foreign and national experience, and the authors of the existing problem.

Advantages of Keeping a Diary in Teaching Russian Language

2016 ◽  
Vol 6 (1) ◽  
pp. 55
Author(s):  
Filiz Karakale
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Motion Verbs ◽  
Professional Experiences ◽  
Common Framework

The purpose of this study is to reveal the benefits of getting students from the end of level A1 or from the beginning of level A2 according to European Common Framework of Reference, to keep a diary in teaching Russian as a foreing language. We will try to explain the studied topic with concrete examples from our professional experiences at Ankara University TOMER. We will stand on contribution of keeping a diary especially in learning “perfective and imperfective cases of verbs” and “motion verbs” as the most difficult issues in Russian language, giving examples from the diaries of students. This study also aims to prove that, getting students to keep a diary lets them express their thoughts in writing freely. Keywords: Foreign language teaching, Russian language, TOMER, Get students to keep a diary

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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