To see the other types of publications on this topic, follow the link: English language Study and teaching Russian students.
Journal articles on the topic 'English language Study and teaching Russian students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English language Study and teaching Russian students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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;
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Башлуева, Наталья, Natalya Bashlueva, Мария Башлуева, and Mariya Bashlueva. "The study of the vocabulary of the English scientific literature to optimize the possibilities of teaching English in educational organizations of the system of the Ministry of Internal Affairs of Russia." Applied psychology and pedagogy 4, no. 2 (June 28, 2019): 113–23. http://dx.doi.org/10.12737/article_5d151a12936740.42088139.
Full textAbstract:
he object of the study, which formed the basis of this article was to optimize the possibilities of teaching English in educational organizations of the system of the Ministry of Internal Affairs of Russia, and the subject is studying the vocabulary of English scientific literature to optimize the possibilities of teaching English in educational organizations of the system of the Ministry of Internal Affairs of Russia. The aim of the work is to improve and optimize the use of the vocabulary of the English scientific literature to optimize the possibilities of teaching English in educational institutions of the system of the Ministry of Internal Affairs of Russia, as well as developing recommendations for teachers on the use of scientific terminology in the process of teaching a foreign language to students and students of the system of the Ministry of Internal Affairs of Russia. The research methods used in this scientific work are the analysis and systematization of scientific literature on the subject of the research; statistical data processing methods.
The scientific novelty of the research consists in expanding, supplementing and refining scientific views on optimizing the possibilities of teaching English in educational institutions of the system of the Ministry of Internal Affairs of Russia. The practical significance of the results lies in the substantiation of the possibility of using the vocabulary of the English scientific literature in the process of teaching a foreign language to cadets and students of the Russian Interior Ministry.
12
Bianco, Lino, Irina Andonova, and Anton Buhagiar. "CLIL APPLIED TO PRE-UNIVERSITY CHEMISTRY TEACHING IN ENGLISH: BULGARIA AS A CASE-STUDY." Journal of Social Sciences 4, no. 3 (September 2021): 7–17. http://dx.doi.org/10.52326/jss.utm.2021.4(3).01.
Full textAbstract:
Content and Language Integrated Learning (CLIL) is bilingual education whereby students do not only study a second language, in addition to their native tongue, but learn a school subject in that foreign language. This study is based on the teaching of chemistry in English to Grade 9 students in the Republic of Bulgaria. Correlation exists between the performance of students in chemistry taught in English with their performance in English in Grade 8 and Grade 9. There is also a correlation between their performance and gender and regarding the second language chosen. In fact, students who opted for Russian and Spanish fared better than those who opted for German and French. More laboratory experiments at school, lessons incorporating interesting games, and stimulating interactive projects were recommended by students as useful tools to improve their scientific literacy.
13
ZIYATDINOVA, Julia N. "INTRODUCING EUROPEAN UNION NEW SKILLS INITIATIVES IN TEACHING MASTER’S DEGREE STUDENTS." PRIMO ASPECTU, no. 4(44) (December 23, 2020): 54–61. http://dx.doi.org/10.35211/2500-2635-2020-4-44-54-61.
Full textAbstract:
Internationalization of education imposes new requirements on higher education, more attention is given to new skills for the future, with a special attention to developing new skills for the future and exploring new communication strategies in the English language in academic and professional contexts. These requirements are of special importance for the Russian engineering education which trains professionals for the industry of the future. Unfortunately, little attention is paid to soft skills including intercultural competencies which are considered as most necessary for professional activities in any field. The paper proposes a solution to this problem at the level of master’s degree studies through changing the contents of the course in the foreign language. The paper analyses the experience of encouraging intercultural communication of MSc students through studying the EU new skills initiatives during the English language classes with the use of interactive and digital technologies. The results show that under conditions of internationalization of higher education and collaboration between the Russian and European Union universities, it is efficient to train master’s degree students for intercultural communication using the new skills initiatives of EU in the English language classes. These educational materials contribute to developing intercultural and communicative competences of master’s degree students and their personal interest in studying the course of the foreign language. The author concludes that it is necessary and efficient to study the experience of the EU as one of the key economic partners of Russia. The results of this study can be further used in teaching other courses of humanities in engineering master’s degree programs.
14
Polubichenko, Lidiia Valerianovna, and Inna Vladimirovna Kharlamenko. "Trends in the development of foreign language education in a non - linguistic university." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 16–31. http://dx.doi.org/10.51314/2073-2635-2021-1-16-31.
Full textAbstract:
The article observes modern trends in the development of foreign language education in a nonlinguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Nonlinguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an everincreasing attention to teaching LSP (Language for Specifc Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a largescale study of the current state of teaching English for specifc purposes in Russian universities. Its fndings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university's electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It ofers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students' self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the fnal bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientifc student conference in English at the master's level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientifc texts; promotion of multilingualism and multiculturalism.
15
Satretdinova, Alfiya, and Zinaida Penskaya. "Intercultural approach to teaching Russian as a foreign language (on an example of Astrakhan State Medical University)." SHS Web of Conferences 94 (2021): 02008. http://dx.doi.org/10.1051/shsconf/20219402008.
Full textAbstract:
The article highlights some problems of multicultural education in Russia. The intercultural approach is considered in the context of teaching Russian as a foreign language. The work offers various forms of intercultural education. The structure of a training textbook with a multimedia application for foreign students "Welcome to Astrakhan!" is presented. In addition, the authors offer their own experience in organizing and conducting extracurricular activities, in particular an international forum of students "Be with us! Speak Russian!» on the basis of the Astrakhan State Medical University in which more than 6000 students from 32 regions of the Russian Federation and about 2000 students from 56 countries of the near and far abroad are annually studied. The University provides training in three languages (Russian, English, and French) aimed at improving communication skills and developing intercultural competence. The study revealed that extracurricular activities increase students' interest in Russian and contribute to the harmonization of relations between students in a group. Social significance of the presented projects is to create a positive image of the Astrakhan region and the Russian Federation as a whole abroad, as well as, to strengthen a position of Astrakhan universities in the international market.
16
Yelenevskaya, Maria, and Ekaterina Protassova. "Teaching languages in multicultural surroundings: New tendencies." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 546–68. http://dx.doi.org/10.22363/2687-0088-2021-25-2-546-568.
Full textAbstract:
The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.
17
Calafato, Raees. "“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages." Studies in Second Language Learning and Teaching 11, no. 4 (December 26, 2021): 579–606. http://dx.doi.org/10.14746/ssllt.2021.11.4.5.
Full textAbstract:
To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
18
Джандар, Бетти Махмудовна, and Асьят Джираслановна Лоова. "ETHNOLINGUODIDACTIC APPROACH IN TEACHING TURKMEN STUDENTS TO THE STRUCTURE OF THE ENGLISH SIMPLE SENTENCE." Вестник Адыгейского государственного университета, серия «Педагогика и психология», no. 4(288) (January 27, 2022): 65–72. http://dx.doi.org/10.53598/2410-3004-2021-4-288-65-72.
Full textAbstract:
Вопросы уровня обучения и владения иностранными языками в высшей школе не утрачивают своей актуальности. Новое время выдвигает абсолютно новые требования к процессу языковой подготовки студентов. Данная проблема особенно актуальна для обучения иностранных студентов. В последнее десятилетие отмечен значительный приток иностранных студентов в Адыгею, среди которых значительное место занимают студенты из Туркменистана. Обучение иностранным языкам студентов-туркмен происходит в условиях трехъязычия. В связи с этим обучение иностранным языкам связано с теорией языковых контактов и с сопоставительно-типологической характеристикой контактирующих языков (туркменского, русского и английского). Как известно, понятийная сторона грамматических явлений должна быть освоена адекватно, полно, а не упрощённо. Поэтому мы считаем целесообразным осуществлять осознание грамматических явлений третьего языка с помощью средств родного языка (туркменского) в тех случаях, когда русский язык будет оказывать только интерферирующее влияние. Для определения характера трудностей формирования навыков построения английских предложений мы рассматривали их в сравнительном плане с аналогическими явлениями русского и туркменского языков. Расхождения в контактирующих языках являются причиной многочисленных ошибок, обусловленных интерференцией родного и русского языков. Основой разработки методики обучения структуре английского простого предложения является этнолингводидактический подход, позволяющий предупредить трудности лингвистического плана, обусловленные особенностями контактирующих языков. Результативность методики обучения структуре английского языка зависит от технологий, средств, форм, упражнений и приемов обучения, которые должны быть направлены на нейтрализацию интерферирующего влияния туркменского и русского языков. Issues of the level of study and proficiency in foreign languages in higher education do not lose their relevance. New times put forward absolutely new requirements for the process of language training of students. This problem is especially relevant for the education of foreign students. Over the past decade, there has been a significant influx of foreign students to Adyghea, among which students from Turkmenistan occupy a significant place. Foreign languages of Turkmen students are taught in trilingualism. In this regard, foreign language training is associated with the theory of language contacts and with the comparative typological characteristic of the contacting languages (Turkmen, Russian and English). As you know, the conceptual side of grammatical phenomena should be mastered adequately, fully, and not in simplified form. Therefore, we consider it advisable to realize the grammatical phenomena of the third language using the means of the mother tongue (Turkmen) in cases where the Russian language will have only interfering influence. To determine the nature of the difficulties in shaping the skills of constructing English sentences, we considered them in comparative terms with the analogical phenomena of the Russian and Turkmen languages. Differences in the languages in contact are the cause of numerous errors caused by interference between the native and Russian languages. The basis for the development of a methodology for teaching the structure of an English simple sentence is an ethnolinguodidactic approach, which allows you to prevent linguistic difficulties due to the peculiarities of the languages in contact. The effectiveness of teaching methodology of the English language structure depends on the technologies, means, forms, exercises and teaching techniques that should be aimed at neutralizing the interfering influence of Turkmen and Russian languages.
19
Rubtcova, Mariia, Oleg Pavenkov, and Vladimir Pavenkov. "Bilingual cognitive map in the space of teaching public administration: a russian case." Revista Tempos e Espaços em Educação 9, no. 20 (December 22, 2016): 81–88. http://dx.doi.org/10.20952/revtee.v9i20.5897.
Full textAbstract:
The introduction of bilingual programs for future bureaucrats turned out to be a great challenge. In Russia this is one of the “classic” areas, in which the spirit of conservatism and collectivism prevails. In this area, the idea of teaching in English may be perceived with hatred: English can invade the closed area communication of offi cials, to make the excessive diversity of their contacts and violate patriotism and national identity. We used a cognitive map approach. It allows us to create diff erent kinds of cognitive maps and teaching materials for university students who need to learn in one course the terminology in both languages. The results show that the study of the subject/course in English is not harmful to the development of professional Russian language. It was confi rmed by the individual discussion in Russian. At the same time, the skills of reading articles in English were signifi cantly improved.
20
Sapukh, Tatiana V., and Daria V. Chernousova. "SPECIFICS OF TRANSLATING FEMINITIVES INTO RUSSIAN (BASED ON THE MATERIAL OF ENGLISH ARTICLES HEADINGS)." Sovremennye issledovaniya sotsialnykh problem 14, no. 2 (June 30, 2022): 271–81. http://dx.doi.org/10.12731/2077-1770-2022-14-2-271-281.
Full textAbstract:
The article is devoted to the problem of studying the translation of feminitives from English into Russian. The article analyzes the backgrounds for the formation of gender linguistics and the development of this trend in the Western countries as well as in Russia. The authors consider the concept of “gender” being a key element in gender linguistics. Having presented the characteristics of the ways of forming feminitives in the English language, the authors consider the methods of their translation on the example of the titles of English-language articles and their translations into Russian.
Materials and methods. The material for the study was the headings of English-language articles and their translation into Russian. The sampling method and the comparative method were used when analyzing the material.
Results. Based on the analysis of examples of gender-marked vocabulary in the headings of English-language articles, it was revealed that when translated into Russian, gender-marked vocabulary or feminitives are mainly preserved.
Practical implications. The results obtained can be used in teaching students to translate and interpret from English into Russian.
21
Lebedeva, Maria Yu, E. V. Koltakova, Olga N. Khaleeva, and M. N. Rusetskaya. "Computer-assisted Language Learning for the Development of Listening Skills: A Case Study of Pre-university Russian as a Foreign Language." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 257. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.257.
Full textAbstract:
The research explores the effectiveness of using computer-assisted language learning (CALL) approach for the development of non-reciprocal listening skills in the context of studying Russian as a foreign language (RFL). Despite the fact that the influence of CALL on the development of listening skills has been well studied based on a case study of teaching other languages (especially English), a similar study in the context of teaching the Russian language is performed for the first time. The RFL students (N=68) and teachers (N=7) of the Preparatory Department in Russian took part in the intervention study. The students were divided into experimental and control groups. The research was conducted based on both qualitative and quantitative methods. The researchers focused the attention on two kinds of listening: listening for general information and selective listening. As the listening competence, and especially academic listening proficiency, is critically important for the students of the preparatory department, he researchers’ target was to research ways of improving listening abilities with different approaches of using CALL. The testing and assessment materials were developed and the statistics was collected for each kind of listening. In addition, the students of the experimental group were surveyed to identify their experiences from using CALL in the classroom. The research findings allowed concluding about the effectiveness of CALL application for developing listening for the detail skills, whereas in the general listening no significant effect was found. In addition, the study revealed specific complexities in the application of CALL in teaching listening in Russian.Keywords: computer-assisted language learning, web-based instruction, listening comprehension, blended learning, Russian as a foreign language
22
Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.
Full textAbstract:
Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.
23
Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.
Full textAbstract:
The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary 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 Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. 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 dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
24
Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
Full textAbstract:
Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
25
Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
Full textAbstract:
Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
26
Sotnykov, Andrey, Tetiana Bogdanova, and Liudmyla Vasylchuk. "Bilateral Interpretation and Its Teaching Methods to Foreign Students." Arab World English Journal, no. 3 (November 15, 2020): 40–49. http://dx.doi.org/10.24093/awej/elt3.4.
Full textAbstract:
Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.
27
Belousova, Alla K., and Nina K. Epritskaya. "Improving the Teaching of Foreign Languages through Comparative Analysis of Images in Proverbs and Sayings." Integration of Education, no. 4 (December 28, 2018): 750–65. http://dx.doi.org/10.15507/1991-9468.093.022.201804.750-765.
Full textAbstract:
Introduction. The paper considers the teaching methodology aiding to improve the foreign language acquisition at a technical non-linguistic university by introducing a system of language skills building exercises such as analysis and comparison of images contained in English and Russian proverbs and sayings. The authors consider these techniques as learning and developmental tools. The aim of the study is to describe the above didactic techniques. Relevant research is few. The available practical methodological results are non-systematized. Materials and Methods. The information about the approaches was drawn on 63 sources and generalized. In the linguistic part the authors used the semantic analysis of images, the method of comparison; in the psycho-pedagogical part – the method of psychological-pedagogical experiment. The approbation of techniques was implemented at National Research Irkutsk Technical University in 2017–2018. The objects of the study were represented by 4 groups of first year students (2 experimental and 2 control groups). Results. Firstly, analysis and comparison of semantic images of English and Russian versions of proverbs and sayings helps students of non-linguistic universities to develop their speaking skills. Secondly, the integrative approach develops skills for selecting figurative analogues and contributes to the intelligent use of proverbs and sayings in oral speech. The empirical study proved the adequacy of the authors’ approach. This is a new insight into the problem of potentiality of idioms in the development of foreign language speaking abilities. Discussion and Conclusion. The study conducted with participation of university students works towards improvement of teaching methodology essential for teaching foreign languages based on the psychological- deductive approach. The approach may be applied in teaching students of linguistic universities and schoolchildren. This paper addresses foreign language teaching staff concerned with getting familiar with advanced methodologies. Keywords: improvement of teaching techniques, English language, proverbs, sayings, analysis of images, elaboration of translation skills, development of oral foreign language skill and memory
28
Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
Full textAbstract:
Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
29
Zharina, Olga A., Alexandra D. Shulepova, Victoria A. Borisenko, Marina V. Samofalova, and Anton A. Shulepov. "Business English blended learning of non-linguistic students: the flipped classroom teaching model." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 265–75. http://dx.doi.org/10.32744/pse.2021.1.18.
Full textAbstract:
The challenges faced by modern Russian education make require the transformation of traditional teaching models and the introduction of innovative ones. One solution is the use of blended learning. Despite the existing scientific works in this area, the issue of the effectiveness of such a learning model in the formation of foreign language communicative competence remains open. The purpose of this experimental study is to determine the effectiveness of using the "flipped classroom" blended model in teaching the 3rd year students of the College of Economics of the South Russian Institute of Management of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation the discipline "Foreign language in business communication". The experiment was carried out from 2019 to 2020, the total number of participants was 81. Two groups were allocated during the study: experimental group (n = 40) and reference group (n = 41). The participants in the experimental group were trained using the new educational technology "flipped classroom". The members of the reference group were trained using traditional educational technology. To determine the effectiveness of the technologies used, as well as to determine the qualitative changes after the implementation of the pedagogical influence, the nonparametric Pearson χ2 criterion was applied. The critical level of statistical significance when testing the null hypothesis was taken equal to 0.05. In all cases, bilateral variants of the criteria were used. The results obtained (xemp2 = 8.095 > x0.052 = 7.815) led to the conclusion that the "flipped classroom" blended teaching model has an advantage in its effectiveness over traditional teaching in the formation of language competence. The experiment has shown that this format helps students to implement an individual learning path, which contributes to the improvement of educational performance.
30
Perkova, Elena Leonidovna, and Lubov Pavlovna Shirobokova. "Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)." Samara Journal of Science 9, no. 4 (November 30, 2020): 321–24. http://dx.doi.org/10.17816/snv202094310.
Full textAbstract:
The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.
31
Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
Full textAbstract:
The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
32
LEE, Hsin-I., and Irina Mukhlynina. "Listening Metacognitive Awareness." JOURNAL OF ADVANCES IN LINGUISTICS 8, no. 1 (October 3, 2017): 1236–46. http://dx.doi.org/10.24297/jal.v8i1.6353.
Full textAbstract:
Closely connected with other language skills, listening plays an essential role in language acquisition that is why perception of authentic speech is one of the most important aspects of language teaching and development of learners listening strategies is substantial in language teaching. In this paper, we examine French and English literature on this topic. We conduct our study by means of a questionnaire among 21 Chinese and 21 Russian university students who achieved at least Intermediate level in French L2. The data analysis allows us to show how difficult listening is for the students and also to demonstrate which metacognitive listening strategies they use. Finally, we draw some trends in L2 listening among interviewed Chinese and Russian students.
33
Исраилова, Л. Ю., and Т. И. Усманов. "Technologization of pedagogical activity on translation of English infinitive constructions into Russian in English classes at the university." Management of Education, no. 6(46) (December 15, 2021): 141–45. http://dx.doi.org/10.25726/y4673-3353-0708-l.
Full textAbstract:
Статья посвящена обучению студентов вуза особенностям перевода инфинитивных конструкцийна русский язык на в процессе обучения английскому языку. Целью статьи является осуществлениеанализа и изучение структурных особенностей перевода англоязычных инфинитивных конструкций нарусский язык. В статье рассмотрены виды инфинитивных оборотов в английском языке и методыобучения им на занятиях английского языка; проведено сравнительное изучение инфинитивныхконструкций в контексте их перевода. В процессе обучения английскому языку в вузе большое вниманиеуделяется целостному восприятию иноязычного текста, что связано, главным образом, с пониманиемстудентами грамматического строения предложений изучаемого языка. К примеру, сравниваяграмматический строй английского и русского языков следует отметить, что языки имеют значительныеразличия между собой. Общеизвестным является тот факт, что английский язык являетсяаналитическим по своей структуре, русский язык – синтетический, хотя нельзя не отметить наличие внем большого количества служебных слов. Данное различие между языками вызывает значительныетрудности при переводе для студентов, изучающих английский язык, и не являющихсяквалифицированными переводчиками. The article is devoted to teaching university students the peculiarities of translating infinitiveconstructions into Russian in the process of learning English. The purpose of the article is to analyze and studythe structural features of the translation of English infinitive constructions into Russian. The article considers thetypes of infinitive phrases in English and methods of teaching them in English classes; a comparative study ofinfinitive constructions in the context of their translation is carried out. In the process of teaching English at theuniversity, much attention is paid to the holistic perception of a foreign language text, which is mainly due to thestudents' understanding of the grammatical structure of the sentences of the language being studied. Forexample, comparing the grammatical structure of English and Russian languages, it should be noted that thelanguages have significant differences among themselves. It is well known that English is analytical in itsstructure, Russian is synthetic, although it should be noted that there are a large number of service words in it.This difference between languages causes significant difficulties in translation for students who study Englishand are not qualified translators.
34
Belyaeva, Elena Gennadyevna. "UNIVERSITY TEACHING THROUGH THE MEDIUM OF ENGLISH: CODE MIXING OR CODE SWITCHING?" Russian Journal of Multilingualism and Education 13 (December 28, 2021): 9–22. http://dx.doi.org/10.35634/2500-0748-2021-13-9-22.
Full textAbstract:
The internationalization of Russian higher education contributes to the steady increase in the number of courses and programmes in the intermediary language, which in most cases is English, steadily gaining the status of the language of instruction. The article deals with the linguistic phenomena of code-switching and code-mixing in the context of university teaching of special disciplines in English, which is a foreign or a second language for all participants in the educational process - teachers and students. Particular attention is paid to the distinction between the terms “code-switching” (PC) and “code-mixing” (SC), which is of practical significance for the formation of the methodology of teaching special disciplines in an intermediate language as a special field of professional linguodidactics, as well as for the formation of the content of professional development programmes for university teachers. The phenomenon of code switching discussed in the article deserves close attention of linguists and psycholinguists, but in this article the author limits herself to studying speech behaviour of bilingual university teachers from the linguodidactic point of view. Thus, this study lies in the field of pedagogy and is an attempt to determine the nature of switching from English as the language of instruction or intermediary language to Russian as the native language in the aspect of the English-Russian code mixing and code switching. The subject under study in this case is the attitude of Russian-speaking university teachers to the role of the native language in the process of teaching the subject in English by means of a survey. The results of the survey, though subjective, allow us to make a primary statement that the observed transitions from the language of instruction (English) to the native language (Russian) in the teacher‟s speech represent cases of marked and conscious code switching, carried out in the context of the educational process, rather than code mixing. The study was conducted at St. Petersburg State University, the participants included teachers of special disciplines of a wide range of the humanities and sciences.
35
Dzhusupov, Makhanbet. "The transition from Cyrillic into Latin alphabet and linguographic interference in the Russian speech of the Turkophone." Russian Language Studies 20, no. 3 (September 30, 2022): 312–29. http://dx.doi.org/10.22363/2618-8163-2022-20-3-312-329.
Full textAbstract:
The study deals with the actual problem of Latinized linguographic interference in the Russian written speech of Turkophones, which appeared after the transition from Cyrillic into Latin alphabet. The aim of the study is to create a bilingual and linguo-methodological basis for determining the Latinized linguographic interference in the Russian speech of Turkophone students in order to develop methodological recommendations for overcoming it. To achieve this goal, the specifics of the educational process of students-philologists studying the Russian language in the conditions of the parallel functioning of the Latin and Cyrillic alphabets in many social spheres of the Republic of Uzbekistan are revealed. Analysis of scientific literature, empirical methods of monitoring the communicative and speech activity of Turkic-speaking students learning the Russian language, pedagogical and psychological analysis of educational activities, as well as methods of comparative and linguostatistical analysis were used. In the course of the study, the peculiarities of the influence of the Uzbek and English Latin alphabets on Latinized linguographic interference in the Russian written speech of students are concretized. The theoretical significance of the article lies in identifying and substantiating the linguistic causes of linguographic interference in the Russian speech of Turkophone students and in the possibility of teaching the Russian language in a Turkophone audience, taking into account the linguistic contrasting features of Russian and Uzbek Cyrillic, Uzbek and English Latin. The practical significance of the work lies in the possibility of creating a dynamic system of educational and language tasks for Turkophone philologists studying the Russian language based on the results of a comparative linguo-didactic description of Cyrillic and Latinized linguography. The prospects of the research lie in creating a nationally-oriented teaching aid for neutralizing linguographic interference in the Russian speech of Turkophones in the conditions of the simultaneous functioning of Cyrillic and Latin alphabets in the educational process.
36
Abduzuhurovna, Abduazizova Durdona. "Formation of professional vocabulary in teaching English to students of the customs institute." Journal of Social transformation and Education 2, no. 1 (February 20, 2021): 40–46. http://dx.doi.org/10.54480/jste.v2i1.13.
Full textAbstract:
The article deals with the methods of forming the professional vocabulary of students studying on the specialty “Customs Affair”. Mastering a foreign language in the course of training at the Customs Institute requires a professional orientation. For professional training of future customs specialists, it is necessary to have an in-depth knowledge of a foreign language, in particular, English. Therefore, the article emphasizes the expansion of the professional vocabulary of Customs Institute students by means of socialization of various types of language activities: using professional texts on customs and economic issues, studying special topics for the development of oral speech in the professional sphere, instilling in students the ability to think logically and communicate in English in various professional situations, mastering the lexical minimum in the corresponding specialty. The correctness of filling in customs declarations, checking and controlling shipping documents, etc. requires in-depth knowledge of customs and economic terms in a foreign language. For effective training of the future customs specialist, the issue of interaction not only of specialized disciplines, but also of simultaneous training of two foreign languages, in particular Russian (for group with an Uzbek language of study) and English.
For the purpose of competent organization of the educational process, it is important to take into account the interdisciplinary connections that will lead to the formation of intercultural, general professional and professional competencies.
37
Kasatkina, Natalya N., and Nataliya A. Lichak. "Professional-oriented approach to the study of foreign language by bachelors of non-language faculties." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 74–79. http://dx.doi.org/10.20323/1813-145x-2022-1-124-74-79.
Full textAbstract:
. The article is devoted to the necessity for students of non-linguistic faculties to learn a foreign language in order to use it in their professional life. Knowledge of languages is required in order to be aware of the latest inventions and discoveries, to be able to communicate with professionals from different countries, to share their experience. Language is a means of communication in professional life, that is why every university trains a versatile specialist with a high level of linguistic functionality. The professionally-oriented approach (English for Specific Purpose (ESP) is applied in practical classes in accordance with the state educational standard, stating that it is required «to carry out business communication in oral and written forms in the state language of the Russian Federation and a foreign language(s)» (CC-4). The bachelor's program in a non-linguistic field assumes the ability of students to speak a foreign language fluently while performing their professional tasks, which explains the need for a special approach in teaching a foreign language. The authors conducted a survey of students, the purpose of which was to study the role that students assign to a foreign language in their professional life. The questions were grouped in three blocks: general research — questions focused on determining the social portrait of a student, applied — questions aimed at directly determining the role of a foreign language in a student's life at the moment and in further professional activity, and practical — questions about information resources that students use when learning English independently. Based on the data obtained, the professionally-oriented approach is assessed as a necessary aspect of meeting the linguistic needs of students at nonlinguistic faculties
38
Eliasina, Iuliia K. "Analysis of business Chinese teaching content (based on Chinese and Russian textbooks)." Focus on Language Education and Research 3, no. 2 (September 16, 2022): 22–30. http://dx.doi.org/10.35213/2686-7516-2022-3-2-22-30.
Full textAbstract:
The article is devoted to the study of current Russian and Chinese business Chinese teaching materials that can potentially be used in teaching business Chinese to nonlinguistic students. This article analyzes the teaching content of business Chinese textbooks by using the comparative research method.
It is based on the training aids, which are currently used both in China and abroad, and analyzes their compliance with the current requirements of teaching business Chinese in the Russian higher educational institutions. The article is recommended for Chinese language teachers in higher education institutions who teach Chinese or business Chinese in nonlinguistic specialties, where Chinese is the first or second foreign language. The article deals with textbooks of Russian and foreign authors on business Chinese language and analyzes them for the possibility to give lessons on these textbooks to the students of non-linguistic specialties.
The author studied several textbooks, including two English-Chinese and three Russian-Chinese textbooks. Based on the conducted comparative analysis, the English-Chinese textbooks are aimed at studying business Chinese in the format of additional language courses, this course does not imply an undergraduate course, as the lessons are designed for fewer hours, they contain a large amount of vocabulary, dialogues and some cultural explanations, at the same time they do not contain tasks for working on the vocabulary, translation tasks and grammar exercises, which gives minimal information assimilation and can lead to a shortage of information. Russian textbooks, on the other hand, assume a university education, with a sufficient number of hours of study. However, these textbooks assume studying Chinese as the first foreign language, which does not correspond to the current reality, where Chinese is most often the second foreign language in non-linguistic specialities, which significantly reduces the number of hours planned for its study.
Based on the data obtained, the strengths and weaknesses of each textbook have been identified and their relevance to the format of teaching Russian undergraduate students of non-lingual majors, but learning Chinese.
39
TIKHONOVA, Evgeniya Vladimirovna, Danil Nikolaevich BELOV, and Mikhail Aleksandrovich SHEVCHENKO. "TEACHING FOREIGN LANGUAGE PROFESSIONAL DISCOURSE TO NON-LANGUAGE FACULTIES' ACADEMIC STAFF." Tambov University Review. Series: Humanities, no. 174 (2018): 56–63. http://dx.doi.org/10.20310/1810-0201-2018-23-174-56-63.
Full textAbstract:
The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.
40
Smirnova, Elizaveta, and Svetlana Strinyuk. "Hedges in Russian EAP writing: A corpus-based study of research papers in management." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 81–101. http://dx.doi.org/10.1515/jelf-2020-2033.
Full textAbstract:
AbstractThe fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.
41
Baranovskaya, Tatiana, and Valentina Shaforostova. "Learner Autonomy through Role Plays in English Language Teaching." Journal of Language and Education 4, no. 4 (December 31, 2018): 8–19. http://dx.doi.org/10.17323/2411-7390-2018-4-4-8-19.
Full textAbstract:
Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.
42
Guzeeva, S. V., and K. Ya Matiyashina. "Psychological Barriers of Students in the Study of Legal English." Courier of Kutafin Moscow State Law University (MSAL)), no. 10 (January 17, 2022): 43–50. http://dx.doi.org/10.17803/2311-5998.2021.86.10.043-050.
Full textAbstract:
The article examines the main factors of the emergence of psychological barriers among law students in the study of English. Based on the works of Russian and foreign psychological and pedagogical researchers, the essence of the concept of “psychological barrier” is determined, and the difficulties arising in the process of professionally oriented teaching of English in higher education are described. The survey conducted among students of Kutafin Moscow State Law University (MSAL) identified the main reasons for the emergence of psychological barriers in the study of Legal English and their subcategories. Particular attention is paid to strategies for effective work of teachers to overcome the barriers and create an optimal educational space for the successful mastering of Legal English, namely, the timely identification of factors affecting the emergence of psychological barriers; modeling of communicative situations that motivate each student to express their opinion in a foreign language.
43
Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
Full textAbstract:
The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
44
Ivanova, Aleksandra. "Difficulties in teaching the second foreign (English) language to students studying oriental language as their major at NEFU, Yakutia, Russia." SHS Web of Conferences 134 (2022): 00107. http://dx.doi.org/10.1051/shsconf/202213400107.
Full textAbstract:
The Far Eastern Federal District of Russia, including the Republic of Sakha (Yakutia), is located in close proximity to the Asia-Pacific region, which explains the demand in specialists who know oriental languages. One of the oriental languages (Japanese, Chinese or Korean) is studied at the head university of the republic, and English is the language of business communication. In secondary educational institutions of Yakutia, English is the first foreign language, and students study it as a second foreign language in the university. The goal of this study is to identify the main difficulties of learning English as a second foreign language by bilingual students studying the oriental language (Japanese, Chinese or Korean) as their major. The study analyzed domestic and foreign literature, professional educational programs of the North-Eastern Federal University in Yakutsk, characteristics of students from the indigenous population of Yakutia. It was substantiated that the more difficulties in mastering the subject, the stricter the requirements for mastering the educational material.
45
Ibatova, Aygul Z. "ERROR ANALYSIS OF ESL LEARNERS AT TYUMEN INDUSTRIAL UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 4 (October 3, 2019): 736–41. http://dx.doi.org/10.18510/hssr.2019.7494.
Full textAbstract:
Purpose: In this study, we reviewed the errors encountered in the English text of the students. That the Russian language was their mother tongue and the English language was their foreign language.
Methodology: The aims of the present pilot study were to the analysis of foreign language tests in groups in the direction of "Oil and Gas Business", "Automobile Industry" in the Branch of IUT in Surgut, Tyumen Industrial University. We analyzed the written tests of the students involved in the research, applying the error manual of Dagneaux, which was altered in accordance with the purpose of our paper.
Result: Our findings will constitute a database necessary to conceive a more effective teaching and learning process that focuses not only on translation classes but also on the acquisition of English as a foreign language in general.
Applications: This research can be used for universities and higher education students.
Novelty/Originality: In this research, the model of ESL teaching is presented in a comprehensive and complete manner.
46
Ivanova, Natalia. "INTEGRATING ONLINE TEACHING ENGLISH AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 340–50. http://dx.doi.org/10.17770/sie2021vol5.6241.
Full textAbstract:
Online education/e-learning has been increasingly adopted globally as it has served as the only tool accessible for teachers and students to maintain undisrupted learning during the coronavirus outbreak. The relevance of the article is determined by the need to define effective ways to implement online education in foreign language classes to produce a positive effect on the learning outcome. The purpose of the article is to present ways of providing English-as-a-foreign-language learners with an online course designed in the learning management system Moodle and aimed at enhancing students' foreign language skills. The work uses a logical method (theoretical), the study of the experience of educational organizations and personal pedagogical experience at Pskov Branch of the Academy of Federal Penal Service of Russia (empirical). The study described the diversity of Moodle structure particular tasks, its assessment procedure and present military students’ feedback about the impact of the course on their foreign language acquisition, developing learners' autonomy and soft skills. It explored what problems English-as-a-foreign-language learners had with their English language learning and what support they needed to gain the maximum benefits from the online learning environment. The outcome of the online education was a substantial increase in the learners' autonomy and an integrative development of foreign language skills and soft skills.
47
Vasina, I. I. "Learning English as one of the factors of formation of the athlete's personality." Scientific and educational basics in physical culture and sports, no. 3 (January 5, 2022): 50–53. http://dx.doi.org/10.57006/2782-3245-2021-3-3-50-53.
Full textAbstract:
Relevance. Passing the unified state exam in the Russian language is the first really important test of the effectiveness of students' knowledge under the strict guidance of a teacher. Having considered many different methodological manuals, books, magazines on preparasion that each teacher builds his own methodology for organizing preparation for the exam.Purpose. To increase the efficiency of preparation for the Russian language exam for 1st-year students of a physical education college.Methodology and organization of the research. Analysis of the test results within the framework of the Unified State Exam tasks showed the most problematic areas in the development of the secondary general education program in the Russian language. Next, we have analyzed the main tasks of writing an essay, the features of this genre of writing, as well as the purpose of its use in teaching the Russian language. After that, work was carried out with the students aimed at eliminating the identified errors and clarifying the features of the essayreasoning as a genre of written work.The results of the research. For half a year, I conducted a study in which I identified the benefits of writing a reasoning essay for 1st-year students who study at the College of Physical Culture in the direction of "Skiing". When writing the first essay of judgment on a free topic, students identified certain types of errors.Conclusions. Solving training tasks, analyzing tasks that cause difficulties in solving - this is the right way to successful completion and good scores. The test tasks are selected in accordance with the sections of the Russian language. Each student had an improved dynamic of writing the reasoning, at least in one of the points.
48
Levitskaya, Galina, and Elizaveta Levitskaya. "The Problems of Russian-Speaking Students of non-Ninguistic Specializations in CAE Speaking. Test: Analysis of Teaching Experience." Journal of Language and Education 2, no. 2 (June 1, 2016): 33–42. http://dx.doi.org/10.17323/2411-7390-2016-2-2-33-42.
Full textAbstract:
Today Russian undergraduate students of non-linguistic specializations aspiring to careers in different spheres succeed in acquiring Certificates in Advanced English. Nevertheless, the candidates state that they experience the most serious difficulties while sitting the Speaking Test of the CAE exam as they lack oral language skills. The researched literature does not consider Russian students’ predicaments purposely and gives a broad overview of the main students’ concerns. This study is an attempt to explore the particular Russian students’ problems of forming oral language skills arising in the process of their training for the Speaking Test and to work out the ways of their remedies. Qualitative methods have allowed finding out the highly specific nature of individual experience. The methods used in the study also included an open-ended language learning questionnaire and a survey to support the assessment of the received data. The results indicate that there are quite a number of pedagogical and educational variables that should be permanently trained and developed as they can influence students’ success.
49
Babich, I. M., A. A. Baratova, and Z. K. Shomanova. "EXPLORING PRE-SERVICE CHEMISTRY TEACHERS’ ATTITUDES TOWARDS LEARNING A SUBJECT IN ENGLISH IN KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 265–71. http://dx.doi.org/10.51889/2020-2.1728-5496.44.
Full textAbstract:
This quantitative and qualitative mixed study aims to provide a glimpse into pre-service Chemistry teachers' attitudes and perceptions concerning content and language integrated learning. Study employed 120 first, second-and third-year students of State Pedagogical University who study Chemistry in English (after Kazakh and Russian), which is their L3. The findings revealed that at the beginning of their academic path, students develop a more negative attitude towards learning the subject in English for several reasons, namely, the uncertainty of their roles, being content or a language teacher, lack of confidence in language and teaching methods employed. However, it was further revealed that by their 3rd year at university, students gain awareness of the importance of learning content through English. They believe that, despite the various challenges they face while studying the subject, better educational and employment opportunities become available for those subject teachers who deliver their lessons in English.
50
Evtyugina, Alla, Aizhanna Zhuminova, Elena Grishina, Irina Kondyurina, and Marina Sturikova. "Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students." International Journal of Cognitive Research in Science, Engineering and Education 8, Special issue (December 21, 2020): 69–77. http://dx.doi.org/10.23947/2334-8496-2020-8-si-69-77.
Full textAbstract:
This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.