Relevant bibliographies by topics / English language Study and teaching Russian students

Academic literature on the topic 'English language Study and teaching Russian students'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Study and teaching Russian students"

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Chicherina, Natalia Vasilievna, and Svetlana Yurievna Strelkova. "Translanguaging in English Language Teaching: Perceptions of Teachers and Students." Education Sciences 13, no. 1 (January 13, 2023): 86. http://dx.doi.org/10.3390/educsci13010086.

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The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English.
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Glebova, T. "Professional Language Training of International Students in the Multicultural Environment of University for International Relations." MGIMO Review of International Relations, no. 4(37) (August 28, 2014): 317–23. http://dx.doi.org/10.24833/2071-8160-2014-4-37-317-323.

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The article addresses the specific features of professional language training of international students in the multicultural environment of a Russian university teaching students of international relations. After a brief historical survey of teaching foreign students in the universities of Russia, the writer considers the factors that influence the choice of universities graduating specialists in international relations by foreign students. The author goes on to analyze the specifics of linguisticand socio-cultural environment in Russian universities and its impact on international students stressing the fact that the educational environment at MGIMO-University is multilingual and multicultural. That explains the relevance of studying the quality of professional language training of foreign students in the sphere of international relations. The language of teaching in most universities of the Russian Federation is Russian, besides, all MGIMO students are obliged to learn English either as their first or second foreign language, that is why international students have to study in a tri-lingual environment and the interfering influence of several cultures. The writer points out that under such circumstances it is necessary for future IR specialists to build a number of professionally relevant competences: linguistic, socio-cultural, communicative, and suggests educational technologies that have proved to be effective in building them: case-study, role-plays, etc. The article gives special attention to the place and role of translation in teaching English as translation is a system of encoding within the system of two language systems. Translating phrases from Russian into English the student does 'inner', mental translation using the mother tongue. That makes the author suggest using the students'mother tongues in the teaching process. While learning foreign languages, international students should, along with language material, study the system of values of a different country thus preparing themselves for cross-cultural communication in the professional international community.
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Kuchina, Svetlana Anatolevna. "Teaching electronic literature in Russia: the NSTU initiative project." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (October 28, 2020): 253–65. http://dx.doi.org/10.14195/2182-8830_8-1_14.

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This paper seeks to summarize the experience of carrying out the NSTU initiative project in Russia aimed at integrating electronic literature into the educational process in higher education. The project involved multipurpose research which included different curriculum subjects (English as a second language, literature and pedagogy). Its educational goal was to present a digital narrative to different categories of Russian students. Firstly, to Russian students who study literature in order to train their skills in literary text analysis. Secondly, the Inanimate Alice episodes were presented to those who study English as a second language in order to train their traditional language skills (reading and listening comprehension, speaking and writing) in English through a digitally created reading experience. The research goal was to analyze both types of experiences and present a strategy for digital literary text integration in the educational process in Russia.
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Aubakirov, N. M., and A. A. Dolgopolova. "Communicative Language Teaching Method in Teaching the Kazakh Language to Russian-Speaking Technical Students in Kazakhstan." Higher Education in Russia 27, no. 8-9 (October 3, 2018): 152–58. http://dx.doi.org/10.31992/0869-3617-2018-27-8-9-152-158.

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The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It has been hypothesized that Kazakh language teachers should use the Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study gives a model of a communication-based lesson and proves its effectiveness in teaching Kazakh language to Russian-speaking students as well as suggests the possibility of its widespread implementation for training adult population in Kazakhstan.
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Ganina, E. V., G. A. Dubinina, and I. K. Stepanyan. "Cross-Cultural Analysis of Bilingualism in Preparinginternational Students for Training Professionally Oriented Disciplines." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 4 (December 4, 2019): 142–47. http://dx.doi.org/10.26794/2226-7867-2019-9-4-142-147.

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The practice of using two languages in teaching students, for whom at least one of them is not native, is a constant subject of teachers’ scientific discussions. The specificity of productive bilingualism in the educational environment, the need to understand, reproduce and produce foreign-language professionally oriented texts in two languages requires detailed consideration. The ratio of the two languages is another problem analysed by the authors. How the share of each language depends on the stage of training and the socio-cultural environment is the subject of research in this work. The authors consider cross-cultural differences in the initial educational training of students of the Preparatory faculty of the Financial University under the government of the Russian Federation and ways to improve their adaptation to the specificity of training in a Russian university. Particular attention is paid to the issues of language propaedeutics for mastering specialised terminology, in particular, the use of mathematical apparatus. As the authors imply, the functional and speech-dominant of students’ training is the Russian language for specific purposes, which becomes the language of a foreign student’s “survival” in the Financial University, providing him with the opportunity to study special subjects, passing tests and exams. If teaching is conducted in English, then in case of lexical difficulties, teachers of academic disciplines use Russian as a partner language, and such bilingual approach is justified, as it increases the efficiency of mastering disciplines. The article discusses the features of teaching international students mathematics through English as the language of international communication and Russian as the language of the host country. The authors analyse the program for teaching “Mathematics”, taking into account the fact that students have a different initial level of knowledge in mathematics and sometimes do not speak English or the language of the host country. The article presents a statistical analysis
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Vorobiova, Marina. "Teaching Pragmatics of American English in Russian Tertiary Education." Lecture Notes in Education Psychology and Public Media 1, no. 1 (December 26, 2021): 249–53. http://dx.doi.org/10.54254/lnep.iceipi.2021206.

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This paper aims at the possibility of developing pragmatic competence with Russian students of higher education. It considers implementing project-based learning(PBL) with student-centered approach in semi-artificial language learning environment designed by the educator. The main objective of this study is to identify the effectiveness of teaching pragmatic competence with PBL for undergraduate students in Russia. An experimental study with undergraduate second-year students was conducted at MSPU (Moscow Pedagogical State University). To evaluate the effectiveness of instructions in PBL method e-portfolios and rubrics were used as an assessment tool. The rubrics as evaluation tool with criteria and levels of achievement within the cycle of 8 pragmatic awareness-raising projects were implemented to evaluate teamwork and individual contribution to group task. Digital students portfolio served as a motivation tool for the students and a form of written individual feedback from the instructor, evaluation, and formative assessment.
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Mussaa, Dana, and Aigul Niyazova. "Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v3i3.1539.

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In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: Lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (ICT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of ICT and DER are strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in sub-groups. The students with native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological, combining classroom teaching experience, cases for students’ oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the case-study method and DER.Keywords: ICT; DER; case study;
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Korotkina, Irina B. "Teaching Academic English Corpus Trough Word-formation." Higher Education in Russia 28, no. 2 (March 8, 2019): 94–103. http://dx.doi.org/10.31992/0869-3617-2019-28-2-94-103.

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Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive as in Latin. The paper presents a well-designed and approbated course of academic vocabulary for social scientists, analyses relationships between linguistic studies and teaching academic vocabulary, and discusses the ways of increasing the effectiveness and clarity of teaching by more systematic study of classical elements, enhancing students’ analytical skills through innovative methodology and using the advantages of similarities between Russian and Latin word-formation. Comparative analysis demonstrates that the key features of the course, such as interactive computer-based visual materials and various analytical tasks involving students’ background knowledge and academic awareness, help students not only decipher unknown words, but also produce neologisms, which is essential in coping with new terminology. Published as a book, Academic Vocabulary for Social Sciences is now available for teachers, students and researchers as a resource for study and self-study. The effectiveness of the approach demonstrates that it can be used as a model to design similar specific vocabulary courses for students of other synthetic languages.
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Popkova, Ekaterina. "The Backyard of EFL Teaching: Issues Behind L1 Prosodic Interference in Russian English." Journal of Language and Education 1, no. 4 (December 1, 2015): 37–44. http://dx.doi.org/10.17323/2411-7390-2015-1-4-37-44.

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Modern EFL teaching in Russia pays much attention to variations in the cultural schemata represented by students’ L1 and the target language, as well as behavioral patterns of their speakers. However, teaching practitioners scarcely address certain issues of Russian L1 prosodic interference that cause attitudinal confusion on the part of native English speakers. The study explores the wrong pragmatic effects created in English due to the transfer of Russian intonation contours and the reasons behind the failure of Russian EFL teachers to address the issue. Specifically, it investigates English speakers’ negative perceptions of Russian L1 intonation and examines Russian teachers’ practices and beliefs with regard to the place of intonation in a language classroom. The paper draws on findings from recent studies on effects of Russian L1 prosodic features in English and the results obtained from a survey conducted by the author among 29 Russian EFL teachers. The paper argues that whereas L1 intonation interference seriously affects learners’ cultural image, its role in EFL teaching is significantly undervalued as compared to that of grammar and vocabulary. It concludes by suggesting practical ways to facilitate intonation teaching in a Russian EFL classroom.
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Muravev, Yury. "TEACHING LEGAL ENGLISH TRANSLATION BY THE CASE METHOD IN RUSSIAN-ENGLISH LANGUAGE PAIR." Humanities & Social Sciences Reviews 8, no. 4 (September 10, 2020): 961–71. http://dx.doi.org/10.18510/hssr.2020.8493.

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Purpose of the study: The study aims to find parallels between legal translation practice and training by analyzing the case study methods' capabilities and limitations in academic institutions. It presents a comparative research of various situations of professional communication and legal documents employed as learning tools for the case study method in a classroom environment. Methodology: The primary methods used in this research are case study method, analysis of ESP teaching materials, methods of comparative linguistics, descriptive statistics, and translation studies. The study rests on the use of translation techniques in Russian-English translation of case briefs that is why the author used algorithm-based machine translation software and grammar analysis software for in-depth analysis of legal documents. Main Findings: Regular exercise following the suggested patterns of language training based on comparative legal case studies improves the relative translation competence and students' readiness for written and oral 'on-the-spot' translation in Russian-English language pair. It develops professional cross-cultural communication skills at the end of the final semester of Legal English training. Applications of this study: The results of the research, including the suggested exercise patterns for implementing the case study method in teaching Russian-English translation, may be used as Legal English learning tools. Besides, some results of the research may contribute to the improvement of output quality of machine translation systems and the development of legal tech software. Novelty of this study: The article presents a case study method used in legal translation training and task design for advanced levels of Legal English. The secondary goal is to find teaching methods that may enhance the learning motivation of Legal English students by realistic scenarios of business simulation games. The novelty aspect is the practical use of adjustable frames in task design.
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Dissertations / Theses on the topic "English language Study and teaching Russian students"

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Aleeva, Daria. "Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/507.

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This study explored the phenomenon of negative transfer from English in the writing of proficient heritage vs. second language learners of Russian. Although a number of studies have examined negative transfer from English into Russian, and other studies have compared the performance of heritage language learners (HLLs) to second language learners (SLLs), little research has investigated the phenomenon of negative transfer in the writing of both HLLs and SLLs and compared the two groups. Thus, this study employed an exploratory approach to empirically investigate the differences in language transfer between the two groups of learners. Specifically, the study addressed the following questions: (1) What are the most common types of negative transfer from English that occur in the writing of students of Russian at the Intermediate High - Advanced levels? (2) Are there differences in types and amount of negative transfer used by HLLs vs. SLLs at comparable levels of proficiency? If so, what are the differences? The research was conducted at the Russian Flagship Program at Portland State University. Participants were 13 advanced students of Russian - 6 heritage speakers of Russian and 7 native speakers of English. The study analyzed the written work of students completed during one quarter. Errors were coded into 13 categories that emerged from the data and frequencies were compared between the groups. The results found that none of the errors were more frequent than 5 per 1000 words. The most common categories were semantic extension, commas after an introductory phrase, lexical borrowings, and null subject errors. However, some categories of errors were associated with only one group, SLL or HLL, and some were not. Specifically, the categories of null subject errors, loan translations, conjunction "yesli/li" (if/whether), adjectives for nationality, and negation errors were found only in the writing of second language learners. There were only two categories limited to the group of heritage language learners: conceptual shift and number errors. The categories of semantic extension, comma after an introductory phrase, lexical borrowings, reflexive possessive pronoun "svoj", capitalization, and preposition errors were found in writing of both groups of students. Overall, second language learners made more transfer errors that heritage learners. Ultimately, this study will be of interest to anyone interested in heritage and second language acquisition of Russian, language transfer in learners of Russian, or the teaching of advanced language courses.
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Link, Sharon Kay. "Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5028.

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Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.
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Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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Crosby, Christiane Fleur. "L1 Influence on L2 Intonation in Russian Speakers of English." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.

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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
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Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.

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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.
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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.

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Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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Magogwe, Joel M. "Language learning strategies of Botswana students : An exploratory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/627.

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The purpose of this research is to explore the learning strategies used by Botswana students acquiring English as a second language. It also examines whether the choice of strategies is affected by the factors of different age/level of education, proficiency and gender. The research also explores whether the students’ self-efficacy beliefs correlated with their use of language learning strategies. Specifically this research examined the types of strategies used by primary, secondary and tertiary students. It also examined the types of strategies used by the students deemed by their teachers to have good, fair or poor levels of English proficiency. The research also compared the strategies used by females and males. Next, this study explored the relationship between self-efficacy beliefs, the factors of age/level of education, proficiency and gender, and use of language learning strategies.
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Anzai, Yukie. "Teaching WA and GA to English-speaking students." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.

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To English speakers the distinction between the uses of the Japanese particles, "WA" and "GA", is one of the most difficult problems in learning Japanese, and this is particularly true in the case where "WA" and "GA" marks the NP which is equivalent to the subject in English. This usage of "WA" and "GA" is also extremely problematic for instructors in teaching Japanese to students whose native language is English. The present sub-thesis firstly introduces the major theories concerning the two particles, "WA" and "GA", advanced by several linguists. Secondly, on the basis of these theories, a critical survey of several Japanese textbooks is presented, which examines how the two particles are introduced in these textbooks, when they are used to mark the NP which is equivalent to the subject in English. Finally, on the basis of the theories discussed and the critical survey presented, methodological suggestions are advanced, concerning how to introduce this particular usage of "WA" and "GA", to English speaking students. These suggestions are intended to make up for the inadequacies in the textbooks examined. They are concerned with the following four points: 1.The logical introduction of "WA" and "GA". 2.The presentation of several charts representing the functions of "WA" and "GA" in the basic sentence patterns of Japanese. 3.The initial introduction of "WA" and "GA". 4.The order of introducing the four basic functions of "WA" and "GA".
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Johnson, Vanessa Jane. "A rationale for an E.A.P. programme for tertiary level social work students." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626421.

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Books on the topic "English language Study and teaching Russian students"

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Leventalʹ, Vitaliĭ. Getting ready to get a job: A practical guide for Russian-speaking students. New York, NY: ECTACO, 2004.

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Tumanov, Vladimir. Listening to Okudzhava: Twenty-three aural comprehension exercises in Russian. Newburyport, MA: Focus Publishing, R. Pullins, 1996.

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Brecht, Richard D. Qualitative analysis of second language acquisition in study abroad: The ACTR/NFLC project. Washington, DC: National Foreign Language Center, Johns Hopkins University, 1993.

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1963-, Comer William J., ed. A day without lying: A glossed edition for intermediate-level students of Russian. Bloomington, Ind: Slavica, 2008.

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Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.
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D.C. Heath and Company. Heath mathematics: Language connections, for students acquiring English language proficiency. Lexington, Mass: D.C. Heath, 1994.

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Cruise, Edwina Jannie. English grammar for students of Russian: The study guide for those learning Russian. 2nd ed. London: Arnold, 2000.

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Smagorinsky, Peter. Teaching students to write fictional narratives. Portsmouth, NH: Heinemann, 2012.

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Smagorinsky, Peter. Teaching students to write argument. Portsmouth, NH: Heinemann, 2011.

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English grammar for students of Russian: The study guide for those learning Russian. 2nd ed. Ann Arbor, Mich: Olivia and Hill Press, 1993.

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Book chapters on the topic "English language Study and teaching Russian students"

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Nikolayeva, Larysa. "Reader Response to Text Adaptation: A Study of Female Emirati Undergraduate Students." In English Language Teaching: Theory, Research and Pedagogy, 177–91. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1_12.

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Belhiah, Hassan. "English as a Global Language in Morocco: A Qualitative Study of Students’ Motivations for Studying English." In English Language Teaching in Moroccan Higher Education, 33–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_3.

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Telążka, Beata. "A Qualitative Study on Subjective Attitudes and Objective Achievement of Autotelic and Non-autotelic Students of English as a Foreign Language." In Second Language Learning and Teaching, 59–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_4.

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Ariyan, Margarita Anastasovna, and Nadezhda Vladimirovna Gorobinskaya. "Online Collaborative Learning as a Way of Boosting Language and Teaching Proficiency." In Handbook of Research on Curriculum Reform Initiatives in English Education, 104–21. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch007.

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A pedagogical attempt to increase the effectiveness of foreign language teaching led to pairing Russian students who are obtaining a Master's degree in language teaching methodology with those of a distance department learning English as a foreign language to collaboratively solve educational problems online. As a course instructor plays the role of a facilitator gradually giving students more and more academic freedom, the educational process increases learner autonomy. Current research findings indicate that such a course is effective for both target groups of learners. By directly applying the received competence to online practice, those who study language teaching methodology learn more effectively and acquire new skills associated with successfully working with computer technologies, while those who study by distance learning receive better academic guidance and a more individualized approach from their senior peers.
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Petrova, Lilliia Gennadiena, Natalia Nikolaevna Shevchenko, and Anna Vladimirovna Elfimova. "Features of Teaching Grammatical Material to Foreign Students Taking into Account the Characteristics of the Intermediary Language (Using the Example of Verbs with the Semantics of Reflexivity)." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 152–59. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102616.

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The chapter examines the category of verbs with reflexive meaning, draws analogies with similar verbs in some foreign languages, raises the problem of using an intermediary language when presenting grammatical material to foreign students, provides a comparative characteristic of verbal units with reflexive meaning in English and Russian, justifies the expediency of teaching foreign English-speaking students reflexive verbs of the Russian language on the basis of comparative analysis. As a result of the study, the authors conclude that the systematic analysis of didactic materials, submitted on the basis of comparison and comparison of reflexive verbal units with their correspondences or analogues in other languages, helps to create the necessary algorithms for task complexes aimed at teaching foreigners grammar of Russian as a foreign language not only in the classroom under the guidance of a teacher, but also with online learning on various educational platforms, both in remote mode and in the mode of independent work.
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Iniutina, Liudmila Aleksandrovna, and Tatiana Sergeevna Shilnikova. "Leksikograficheskii komponent v sovremennom polikul'turnom obrazovanii (elektronnyi mnogoiazychnyi slovar' voennykh terminov)." In Pedagogy and Psychology of Modern Education, 97–107. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99376.

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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of lexical competence of students. The Electronic multilingual dictionary, created on the basis of ABBYY Lingvo software for teaching Russian to foreign students of military universities, is presented. His vocabulary includes a special lexicon describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi – English batttle, combat; French combat (m); Portuguese combate) and some Asian languages (boi – Laos ຍິງ). The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the vocabulary, created taking into account the national mentality of students, providing opportunities for the redistribution of classroom and independent work of students, is characterized. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
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Liakhova, Elena Georgievna. "Metodika formirovaniia inoiazychnoi mezhkul'turnoi professional'noi kompetentsii u obuchaiushchikhsia neiazykovogo vuza po napravleniiu "Reklama i sviazi s obshchestvennost'iu"." In Pedagogy and Psychology of Modern Education, 75–85. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99372.

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Teaching a foreign language of a specialty in the bachelor's system is becoming more and more practice-oriented. The purpose of the study is to develop and scientifically substantiate a methodology for teaching a foreign language with elements of professionalization on the basis of identifying and comparing the national Russian culture code of goods and services and the national code of goods and services of the foreign language culture of the country of the foreign language being studied. The results of the conducted pedagogical experiment allow us to conclude that it is possible to increase the effectiveness of teaching students in the sphere of advertising and public relations by including the presented methodology in the curriculum for the discipline «Professional communication in English», as well as, when teaching other languages in the systems of bachelor's and master's degrees.
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Telegina, Olga Vladimirovna. "Teaching Ways of Emphasizing and Neutralizing of Connotation While Using Lexical Transformations in Translation of Fiction." In Education and Pedagogy: Current Trends, 85–98. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75872.

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The scientific work includes wide theoretical and practical material about the study of necessity to use and teach students-future interpreters how to emphasize and neutralize connotations during fiction translation. Use of fiction as translation teaching aids is substantiated from the point of view of possible worlds theory and mental space of a language. Frequently used lexical, stylistics and combinatory transformations are recognized in translation of connotations from English into Russian on the example of the novel “Harry Potter and the Order of the Phoenix” by J.K. Rowling. The scientific work deals with the study of using different transformations due to which there is an effect of emphasizing and neutralizing. Difficulties of connotation translation are observed and ways to overcome the difficulties are given.
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Akıncı, Bilge. "STEM for English Language Teaching." In Paradigm Shifts in 21st Century Teaching and Learning, 99–117. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch007.

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This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.
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Dypedahl, Magne. "Exploring the Systematic Use of Intercultural Encounters in the English Classroom." In Moving English Language Teaching Forward, 91–115. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch5.

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This chapter presents a four-week intervention study in an upper secondary class that explores the systematic use and analysis of intercultural encounters in the English classroom. The overall purpose of the study is to provide some examples of activities in the language classroom that can lead to the development of intercultural competence in accordance with common interpretations of the concept of intercultural competence. The study thus aims to explore the extent to which teachers and students experienced that systematic analysis of intercultural encounters contributed to developing students’ intercultural competence, and to what extent students show progress in analyzing intercultural encounters. The encounters, or critical incidents, to be analyzed were presented in the form of written dialogues, written descriptions of critical incidents, YouTube clips and film excerpts. An important insight from the intervention study is that students can benefit from reflection tools when analyzing intercultural encounters in the classroom, which in turn can promote intercultural competence development as part of teaching practice.
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Conference papers on the topic "English language Study and teaching Russian students"

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Mukhammad, Khalid Innaiat Ali, and Irina Mikhailovna Timofeeva. "Reliance on invariant grammatical content when teaching the Russian language to foreign students." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-33230.

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Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.
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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Kurniawati, Dyah, and Karina Eka Puspita. "Reading Strategies on EFL Students of English Education Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.23.

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Pamolango, Valantino, and Adam Trisakti Perwira Alamsyah. "Motivation in English learning: A Case Study on Language and Literature Students." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.6.

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Asrul, Abdulhalim Daud, and Sunaidin Mulae. "Students' Attitude towards English Active Use of English Language Education Study Program and English Letters Study Program at Khairun University." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898301300135.

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Prwati, Olivia Indah, Indah Yuli Kartika Sari, Lilik Faridatul Hasana, and M. Baihaqi. "Resources to Facilitate Students’ English Learning: A Case Study at MTsN 4 Surabaya." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.027.

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Gumovskaya, Galina. "Structuralism Approach to English Teaching as a Means of Solving Cross-cultural Problems of Russian Students." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.5.

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Rahman, Faisal Abdul, Erni Haryanti Kahfi, and R. Nadia R.-P. Dalimunthe. "Exploring the Implementation of Teacher’s Corrective Feedback on Students’ Pronunciation: A Case Study in an Indonesian Public High School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220804770485.

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Madjid, Hilda Izzati, Sulfiana, and Huriyah Lutfiyah. "The Correlation Between Students’ Critical Thinking and Their Writing Ability in Writing Class: A Study of the Third Semester Students of English Education Department UINSA." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.049.

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Reports on the topic "English language Study and teaching Russian students"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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