scholarly journals Open Language Education

2020 ◽  
Author(s):  
Laura A. Janda ◽  
Radovan Bast ◽  
Per Pippin Aspaas
Keyword(s):  
Language Learners ◽  
Language Education ◽  
Russian Language ◽  
Online Resource ◽  
The Russian Language ◽  
Pedagogical Principles

In this episode, we are discussing SMARTool (Strategic Mastery of Russian Tool), a free-to-use online resource for learners of the Russian language. Professor of Russian Laura Janda explains the pedagogical principles behind the tool and plans for future expansions, whereas IT engineer Radovan Bast shares his views on how the choice of sharing the code openly on GitHub serves the needs of the wider community of programmers as well as language learners.

LANGUAGE POLICY OF UKRAINE IN THE SOUTH AND EAST OF THE COUNTRY AS A METHOD OF ETHNOCRACY

2020 ◽  
Vol 65 (4) ◽  
pp. 58-65
Author(s):  
YULIA V. KOSTENKO ◽  
Keyword(s):  
Public Opinion ◽  
Language Policy ◽  
Language Education ◽  
The State ◽  
Russian Language ◽  
The South ◽  
Political Consequences ◽  
Democratic Norms ◽  
The Russian Language ◽  
Local Levels

The author characterizes the language policy of post-Maidan Ukraine (2014-2020) in the South and East of the country as a method of consolidating ethnocracy in the process of nation-building. An assessment of the state and trends in the historiography of the problem is given. Ethnodemographic changes in the structure of the population, as well as public opinion in the South and East of Ukraine over the period from 1989 to 2020 were revealed. The intentions of the language policy of Ukraine are revealed. The ineffectiveness of international influence to ensure compliance with democratic norms of language policy is noted. Russian Russian language policy is defined as the destruction of institutions of Russian-language education and mass media in the Russian language, the weakening of Russian ethnic identity, carried out by the state authorities of Ukraine. An important factor in de-Russification is the armed conflict in the Donbas, which has become a catalyst for the transition to ethnocracy in Ukraine. At the same time, the unrecognized states in Donbass maintain the equality of languages on their territory. It is concluded that the dual (mixed) identity of residents of the South and East of the country is preserved at the regional and local levels. At the same time, the Russian-speaking community in the South and East of the country remains politically weak and disorganized, and is subject to targeted discrimination. The political consequences of forced ukrainization, as well as resistance to ethnocracy in public opinion and voting in elections, are determined.

scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

scholarly journals Constants and variables of linguistic education in a forestry university (to the anniversary of the Russian Language Department of SPbFTU)

2021 ◽  
Author(s):  
Л.В. Лукьянова
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Language Education ◽  
Cultural Development ◽  
Russian Language ◽  
Special Role ◽  
History Of ◽  
New Students ◽  
Xix Century ◽  
The Russian Language

В статье впервые представлена попытка обобщить опыт преподавания русского языка и других филологических дисциплин в первом лесном российском вузе с начала XIX века до настоящего времени. Историография лингвистического образования в СПбГЛТУ опирается не только на открытые информационные источники, но и на недавно обнаруженные ведомственные и государственные архивные материалы. Обращение автора статьи к найденным документам позволяет уточнить не только определенные этапы истории преподавания русского языка, основные виды деятельности преподавателей, но и представить яркие личности педагогов, в разные годы преподававших русский язык российским и иностранным студентам. Уже в первые десятилетия существования Лесного института уделяется большое внимание и собственно языковому развитию и образованию. Студенты Лесного института изучают русский язык, занимаются сочинением деловых бумаг и риторикой. Изучение русского языка в XIX веке подчинено главным образом прагматике обучения, однако не меньшую роль играет и знание родного языка для общекультурного уровня студента. Смена идеологической парадигмы, снятие образовательных ограничений, установка на организацию подготовки пролетарского студенчества после революции 1917 г. влияет и на гуманитарное образование новых студентов. Специалист нового типа, с марксистским мировоззрением, должен быть грамотным и обладать широким кругозором. Несмотря на насущную потребность в языковом образовании, в практическом обучении русскому языку студентов и аспирантов, специальной кафедры русского языка в Лесотехнической академии (ЛТА) не было до середины ХХ века. Осознание особой роли русского языка в профессиональной подготовке, в формировании мировоззрения иностранных студентов привело к созданию кафедры русского языка в ЛТА только в сентябре 1955 года. За истекший с образования кафедры период неоднократно менялось штатное расписание, перечень закрепленных дисциплин, цели, задачи и требования в подготовке обучающихся. Однако преподавание филологических дисциплин коллективом кафедры русского языка в Лесотехническом университете всегда было связано с широким контекстом культурного развития человека, со стратегической целью повышения уровня речемыслительной культуры, обеспечивающей эффективную современную коммуникацию языковой личности. The article presents for the first time an attempt to summarize the experience of teaching the Russian language and other philological disciplines in the First Forest Russian University from the beginning of the XIX century to the present. The historiography of linguistic education at SPbFTU relies not only on open information sources, but also on recently discovered departmental and state archival materials. The author's reference to the founded documents allows us to clarify not only certain stages in the history of teaching the Russian language, the main activities of teachers, but also to present the bright personalities of teachers who in different years taught Russian language to native and foreign students. Already in the first decades of the existence of the Forest Institute, much attention is paid to the actual language development and education. Students of the Forestry Institute study Russian, are engaged in writing business papers and rhetoric practice. The study of the Russian language in the XIX century is mainly subordinated to the pragmatics of teaching, but knowledge of the native language plays an equally important role for the general cultural level of the student. The change of the ideological paradigm, the removal of educational restrictions, the installation on the organization of the training of proletarian students after the revolution of 1917 also affects the humanitarian education of new students. A specialist of a new type, with a Marxist worldview, must be literate and have a broad outlook. Despite the urgent need for language education, for the practical teaching of the Russian language to students and postgraduates, there was no special department of the Russian language at the Forestry Academy (LTA) until the middle of the twentieth century. Awareness of the special role of the Russian language in professional training, in the formation of the world outlook of foreign students led to the creation of the Department of the Russian language in LTA only in September 1955. During the period that has elapsed since the formation of the department, the staffing table, the list of fixed disciplines, goals, tasks and requirements in the training of students have been repeatedly changed. However, teaching philological disciplines by the staff of the Russian Language Department at the Forestry University has always been associated with a broad context of human cultural development, with the strategic goal of raising the level of speech-thinking culture that ensures effective modern communication of a linguistic personality.

scholarly journals Teaching russian phraseology with the component of color term “black” to philology foreign students

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Natalia Chernova ◽  
Elena Lelis ◽  
Svetlana Baranova
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching Methods ◽  
Foreign Students ◽  
Native Speaker ◽  
Real Life ◽  
Russian Language ◽  
Regional Geography ◽  
Color Term ◽  
The Russian Language

The study of phraseology is an advanced direction of teaching methods of Russian as a foreign language. Any non-native speaker embarking on a study of Russian is faced with the problems of understanding the phraseological units that the Russian language is replete with. Language learners experience particular difficulties when using phraseological units with the color designation component “black” in a real-life communicative situation. The problem of understanding the phraseology of the Russian language is associated with the fact that representatives of different countries have knowledge of the phraseology of their native language that encompasses regional geography, linguoculturological, national concepts, which often do not coincide with similar phenomena in the Russian environment. This paper scientifically substantiates the methodological system for working with phraseological units in the study of Russian as a foreign language. It presents a system of scientifically grounded assignments for foreigners to learn Russian as a foreign language.

scholarly journals Russian Language in the Central Asia Region

2014 ◽  
pp. 63-70
Author(s):  
K. P. Borishpolets
Keyword(s):  
Central Asia ◽  
Language Education ◽  
Russian Language ◽  
Ethnic Conflicts ◽  
Labor Migrants ◽  
The Status ◽  
Active Communication ◽  
Business Requirements ◽  
The Russian Language ◽  
Central Asia Region

He article is devoted to the role of the Russian language in Central Asia and its development perspectives in the context of the Eurasian integration processes. Russian language has a long historical tradition in Central Asia and hasn't lost its importance even at the background of two waves of "derussification" that took place after 1991. Notwithstanding the decrease of the status, it keeps substantial public significance. During last two decades only in Turkmenistan we are witnessing the decrease in spreading of the Russian language among title population of the Central Asia region. Its positions as an active communication channel is secured not only by the social tradition, but also by the competitiveness of the Russian language education, advantages of the bilingual business, requirements of the labor migrants, HR interests and by some other pragmatic thoughts, which role within the context of Eurasian economic integration will increase. Despite the difficulties, it is too early to speak about the decrease of the Russian language in the Central Asia region. It is more likely that the institutes itself that maintain it and promoting it are at the low ebb. New scales and forms of practical work that is interested not only for Russia, but also Central Asia countries are required. Pressure on the resources of the Russian language increases the possibility of ethnic conflicts and strengthens the positions of political radicalism in Central Asia region.

Applied philology

2021 ◽  
Author(s):  
Vera Harchenko
Keyword(s):  
Applied Research ◽  
Applied Linguistics ◽  
Language Education ◽  
Russian Literature ◽  
Russian Language ◽  
Additional Source ◽  
The Russian Language

The possible aspects of applied research relevant to the needs of today are revealed: ritual and museum, hospital and theater, household and professional. For teachers of humanities, as well as for students and undergraduates studying under the programs " Russian Literature. Applied linguistics", " Pedagogical education. Language education", as an additional source of material. It may be useful for all fans of the Russian language.

The Discourse of the Russian Language Textbook within the Framework of the Communicative Paradigm of Linguistic Education in the 21st Century

2018 ◽  
Vol 79 (8) ◽  
pp. 15-21
Author(s):  
E. V. Arkhipova ◽  
L. V. Lagunova
Keyword(s):  
Content Analysis ◽  
21St Century ◽  
Communicative Competence ◽  
Language Teaching ◽  
Personality Development ◽  
Language Education ◽  
Russian Language ◽  
Educational Content ◽  
Development Methods ◽  
The Russian Language

The article considers the problem of improvement of modern educational books, which arises from the sociocultural changes, as well as from a whole range of phenomena influencing the modern generation’s personality development. Methods: the content analysis of dissertations, monographs, educational publications; semantical and cognitive analysis of language means, thorough analysis of research works in the field of Russian language teaching, pedagogical observation and ranking.The main findings of the paper: it’s offered ways of content upgrading of Russian language teaching within the language education communicative paradigm of the 21st century. In particular, the author offers three tasks to be solved concerning the axiological aspect of educational content, the developing character of teaching realised according to the graduality principle, and also issues of developing periphrasis and discourse competencies in the process of native Russian language teaching.Conclusions: we present organisation of the systematic work to master periphrasis in studying the key sections of the Russian language course. It will make it possible to focus on the objective of communicative competence development with regard to its components – the discourse competence and periphrasis skills of the learners.

scholarly journals Cultural implications of translation of colombian spanish realia into russian

2021 ◽  
pp. e021045
Author(s):  
Olga Gennadyevna Palutina ◽  
Aliya Rinatovna Ismagilova ◽  
Farida Khamisovna Ismaeva
Keyword(s):  
Gabriel Garcia Marquez ◽  
Language Education ◽  
International Communication ◽  
Russian Language ◽  
Linguistic Unit ◽  
Cultural Implications ◽  
Colombian Spanish ◽  
The Russian Language

This article focuses on the methods of translation and interpretation of Colombian Spanish realia into the Russian language on the material of the novels by Gabriel García Márquez. Realia as a linguistic unit is extremely essential in the process of language education, but at the same time causes difficulties with its translation. During the era of international communication and collaboration in many spheres including literature, it is of major importance to adapt some foreign concepts and realia for the receiving cultures. At the Kazan Federal University the students as future translators have taken part in a research aiming at analyzing various possibilities of translation and transfer of cultural peculiarities linked to 200 Colombian realia, selected from the works of the famous Colombian novelist. It has been found out that over 94% of the respondents have faced a problem of understanding the text due to the words the meaning of which is unknown to the reader. The results obtained feature the most popular ways of rendering the realia meaning employed by the Russian translators.

scholarly journals Russian language education in Germany

2021 ◽  
Vol 7 (4) ◽  
pp. 65-69
Author(s):  
V. Leonteva
Keyword(s):  
Foreign Language ◽  
Educational Level ◽  
Language Education ◽  
Russian Language ◽  
Foreign Languages ◽  
Cultural Relations ◽  
Russian Culture ◽  
The Status ◽  
History Of ◽  
The Russian Language

Russian is one of the languages which are learnt in Germany at any educational level. Though today it has lost its positions in the rate of foreign languages chosen by the Germans, there are many interesting projects and initiatives supporting and maintaining the status of the Russian language in Germany. In this paper, I am going to give an overview of the history of cultural relations between Russia and Germany, try to explain the reasons of the current situation and describe the perspectives of the Russian language in today’s Germany. By way of examples, I will discuss such events and projects as “To4ka-Treff”, “RussoMobil” and the activities of the Russian culture centers in Germany, as well as programs in Russian as a foreign language at schools and universities in Germany.

scholarly journals Несогласованные Определения В Пьесах А.Н. Островского: Структурно-Семантический Аспект Analysis of the Inconsistent Structural-Semantic Aspects in the Plays of A.N. Ostrovsky

2020 ◽  
Vol 0 (42) ◽  
pp. 80-94
Author(s):  
Methaq Mohammed Ismail ◽  
Keyword(s):  
Language Learners ◽  
Russian Language ◽  
Wide Scope ◽  
Adverbial Clauses ◽  
Structural Semantics ◽  
The Russian Language ◽  
Modern Russian

Статья посвящена анализу структурно-семантических особенностей несогласованных определений, функционирующих в пьесах знаменитого русского драматурга А.Н. Островского. Несогласованные определения достаточно часто используются с дополнительными субъектно-объектными и обстоятельственными оттенками значений, тем самым формируя особый класс второстепенных членов предложения с синкретичной семантикой. На наш взгляд, изучение несогласованных определений с позиций анализа синкретизма имеет широкие перспективы для дальнейшего исследования, направленного на детальное изучение контекста употребления определения как в семантическом, так и в грамматическом плане. Abstract The study aims at analyzing the inconsistent structural and semantic aspects found in the plays of N.A Ostrovsky. The analysis, that includes all the linguistics schools of thoughts in modern Russian language, is performed chronologically to clarify all the ambiguities that the Russian language learners may face. Such difficulties lie in the use of inconsistent aspects with complete declarative sentences and adverbial clauses. Hence, it constructs a new sentence category that consists of secondary clause and its syncretism semantic. The study illustrates the wide scope of both studying the sentence inconsistent features and analyzing its structural-semantics aspects, which, in turn, opens the door to further research and analysis of literary examples for many authors.

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