Relevant bibliographies by topics / Intermediate Russian language classroom

Academic literature on the topic 'Intermediate Russian language classroom'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Intermediate Russian language classroom"

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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.

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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Дейкина, Алевтина, Alevtina Deykina, Е. Толмачева, and E. Tolmacheva. "Dialogue as an Efficient Tool to Learn Russian as a Foreign Language." Scientific Research and Development. Modern Communication Studies 8, no. 2 (April 26, 2019): 63–67. http://dx.doi.org/10.12737/article_5cb6e0c3806094.38990505.

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The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.
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Karnati, Ajoy Kumar, and Janani Vaidhyanathan. "Problems Of Improving Spoken Language Skills In Teaching Russian As A Foreign Language." KnE Social Sciences 1, no. 3 (April 13, 2017): 238. http://dx.doi.org/10.18502/kss.v1i3.744.

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<p class="3ABSTRAK">While teaching Russian as a foreign language to undergraduate and postgraduate students in India, we observed that the learners quickly pick up writing skills, whereas their spoken language skills are not at the same level. There are many issues which need to be sorted out in order to improve spoken language skills. As written and spoken skills are different, we need to use different methods of teaching for each one of them. </p><p class="3ABSTRAK">Since the first thing that is taught to students, who are learning a language, are alphabets, hence, initially the whole attention is turned towards improving their writing skills. Though, in the beginning, the students also do pick up an elementary level of spoken language, in the intermediate and advanced levels of learning, their spoken language skills suffer due to various factors. One of the main factors being the lack of exposure to the foreign language once the learners are out of the classroom. Since they continue to do homework, they keep in touch with the written skills. However, once they are out of the classroom, the learners and people around them use their own mother tongue or other native languages to speak. As a result, their spoken skills of the foreign language do not improve.</p><p>Measures need to be taken for improving spoken skills: showing feature, as well as animation films; involving the students in discussions with the help of native speakers; providing audio books; showing them TV programs after class hours; involving learners in enacting Russian plays, etc. On the whole, artificial foreign language surroundings need to be created. Let us see how to motivate learners to speak as well as to write foreign language of their choice.</p><p> </p><strong>Keywords: </strong><em>spoken skills, teaching Russian as a foreign language, learning problems</em>
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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.

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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.
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White, Anne, William Harrison, and Stephen le Fleming. "Intermediate Russian Grammar." Modern Language Review 96, no. 2 (April 2001): 592. http://dx.doi.org/10.2307/3737472.

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Frink, Orrin, Slava Paperno, Alexander Nakhimovsky, Alice Nakhimovsky, and Richard L. Leed. "Intermediate Russian: The Twelve Chairs." Modern Language Journal 70, no. 4 (1986): 437. http://dx.doi.org/10.2307/326849.

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Dolgaleva, Irina, and Nancy Novak. "Ultimate Russian: Basic-Intermediate." Slavic and East European Journal 44, no. 1 (2000): 168. http://dx.doi.org/10.2307/309667.

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Serdjuk, Helen, and William J. Mahota. "Russian Motion Verbs for Intermediate Students." Language 74, no. 1 (March 1998): 212. http://dx.doi.org/10.2307/417613.

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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (December 24, 2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.20-25.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.
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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (December 24, 2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.25-30.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.
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Dissertations / Theses on the topic "Intermediate Russian language classroom"

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Lowther, Pereira Kelly Anne. "Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193890.

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This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.
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Lee, On-lai Annie. "A study of vocabulary explanations in the intermediate EFL classroom : the variety and effectiveness of strategies employed /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553811.

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Fournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.

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Alabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
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李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.

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Gyogi, Eiko. "Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23803/.

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Magwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.

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Thesis (M. A. (English Studies)) --University of Limpopo, 2019
There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design. Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.
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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.

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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.
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Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.

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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading strategies, and finally the methodology behind how teachers assess student content learning through assigned text. This study is broken down into three major components: teacher-completed reading logs, student surveys, and two case studies. This mixed methods data collection process revealed that students are typically assigned less than two reading assignments per class per week, however nearly half of these students indicate that they read all of an assigned text. Case study data concluded that teachers are not consistent in their methodology neither in selecting reading assignments nor in utilization of reading strategies. Finally, based on the data, it is reasonable to conclude that students in this setting may not be prepared to handle complex texts found in post-secondary education and/or in the workforce.
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Ångman, Granér Ellen. "Is Social Media the New Classroom? : A study on the impact of YouTube on language comprehension of Swedish students of English." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35351.

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In this study, the possible impact YouTube can have on students reading and listening comprehension in English is investigated. In order to identify this possible impact, two main research questions were asked, analysed and answered. The sample group researched in the study consisted of 123 students in the 8th grade at an intermediate school in Sweden. Two surveys, one listening comprehension test and one reading comprehension test, were submitted to the sample group. Based on the results and the discussion, some conclusions could be drawn. Students who spend an average amount of time on YouTube seem to perform at a higher level regarding reading and listening comprehension. However, students who spend a lot of time on YouTube did not perform at the highest level of proficiency, making it difficult to determine with absolute certainty how extensive the correlation between social media and language comprehension is.
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Books on the topic "Intermediate Russian language classroom"

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S, Mihalchenko Igor, ed. Russian intermediate reader. Lincolnwood, ILL: National Textbook Co., 1994.

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Murray, John. Intermediate Russian. London: Taylor & Francis Inc, 2004.

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Stephen, Le Fleming, ed. Intermediate Russian grammar. Cardiff: University of Wales Press, 2000.

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Prednewa, Ludmila. Intermediate Russian. Bishkek: Al Salam, 2002.

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Novak, Nancy. Ultimate Russian: Basic/Intermediate. S.l: Living Language, 1998.

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Ana, Suffredini, ed. Ultimate Russian: Basic-intermediate. New York: Living Language, 1998.

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Novak, Nancy. Ultimate Russian: Beginner-intermediate. New York: Living Language, 2004.

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Mahota, William J. Russian motion verbs for intermediate students. New Haven: Yale University Press, 1996.

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Platts, Mary E. Language usage: Classroom activities for teaching intermediate grammar. Mansfield, Ohio: Opportunities for Learning, Inc., 1990.

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Larissa, Gruchevskaya, and Sheĭna Yuliya, eds. A living Russian grammar: Beginner, intermediate. Moscow: CREF, 2003.

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Book chapters on the topic "Intermediate Russian language classroom"

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Kawamitsu, Shinji. "Teaching Explanation in an Intermediate Japanese Language Classroom." In Genre in World Language Education, 161–83. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429321009-9.

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Esser, Katie. "Task-based vlogs in an elementary Russian classroom." In Task-Based Instruction for Teaching Russian as a Foreign Language, 65–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-5.

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Furtak, Łukasz. "In Defense of the Usefulness of a Polish-Based Respelling Phonetic Transcription System in the Elementary to Lower-Intermediate EFL Classroom." In Second Language Learning and Teaching, 119–35. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_7.

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Reaves, Alisha. "Language Policy and Change in the Classroom: Teaching the Feminization of Professional Titles in Intermediate French." In Diversity and Decolonization in French Studies, 137–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95357-7_9.

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Horii, Sachiko Yokoi. "Material Mediation in L2 Writing Activities in a College Russian as a Foreign Language Classroom in Japan." In Educational Linguistics, 171–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98116-7_10.

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Petrova, Lilliia Gennadiena, Natalia Nikolaevna Shevchenko, and Anna Vladimirovna Elfimova. "Features of Teaching Grammatical Material to Foreign Students Taking into Account the Characteristics of the Intermediary Language (Using the Example of Verbs with the Semantics of Reflexivity)." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 152–59. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102616.

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The chapter examines the category of verbs with reflexive meaning, draws analogies with similar verbs in some foreign languages, raises the problem of using an intermediary language when presenting grammatical material to foreign students, provides a comparative characteristic of verbal units with reflexive meaning in English and Russian, justifies the expediency of teaching foreign English-speaking students reflexive verbs of the Russian language on the basis of comparative analysis. As a result of the study, the authors conclude that the systematic analysis of didactic materials, submitted on the basis of comparison and comparison of reflexive verbal units with their correspondences or analogues in other languages, helps to create the necessary algorithms for task complexes aimed at teaching foreigners grammar of Russian as a foreign language not only in the classroom under the guidance of a teacher, but also with online learning on various educational platforms, both in remote mode and in the mode of independent work.
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Laskova, Vesselina. "Virtual Tourism as Part of the Russian Language Classroom." In Jezik in turizem, Language and Tourism, Sprache und Tourismus, 109–30. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-549-8.6.

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This paper suggests that tourist web resources could successfully become part of the L2 class-room with the effect of reinforcing the students’ motivation and adding to their knowledge of the places in which the foreign language is spoken. We aim to show that such resources could be particularly useful if combined with a recently developed teaching methodology relying mainly on oral translation being principally based on work with texts. We suggest that a lecture would become far more exciting if presented in the form of a virtual tour. Such an experience offers not only the possibility to enjoy a virtual visit to new places, but also to learn a lot about them, while learning a foreign language at the same time.
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King, Terry. "The "Onstream" Project: Collaboration between Higher Education Teachers of Russian and Teachers of Russian in Mainstream and Supplementary Schools." In Case Studies of Openness in the Language Classroom, 110–20. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000114.

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Morgan, Bridget M. "Bridging the L1-L2 Divide." In Language Learning and Literacy, 309–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch016.

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This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.
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Smorodinska, Tatiana. "THE LITERARY CANON AND PRECEDENT TEXTS IN TEACHING RUSSIAN LANGUAGE AND CULTURE AT THE INTERMEDIATE LEVEL." In The Art of Teaching Russian, 359–76. Georgetown University Press, 2020. http://dx.doi.org/10.2307/j.ctv18sqxnd.21.

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Conference papers on the topic "Intermediate Russian language classroom"

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Закирьянов, Кабир. "RUSSIAN LANGUAGE AS AN INTERMEDIATE LANGUAGE IN A POLYETHNIC ENVIRONMENT." In Slavic ethnic groups, languages and cultures in the modern world. Baskir State University, 2021. http://dx.doi.org/10.33184/seyaikvsm-2021-09-23.57.

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Maklakova, Natalia, Elena Besedina, Olga Kalimullina, and Ivan Maklakov. "ENGLISH-LANGUAGE TEXTBOOKS IN THE RUSSIAN EFL CLASSROOM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1085.

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Knyazeva, Albina. "TEACHING THE RUSSIAN LANGUAGE AS A FOREIGN WITH THE HELP OF THE INTERMEDIATE LANGUAGE." In Россия и Китай: история и перспективы сотрудничества. Благовещенский государственный педагогический университет, 2020. http://dx.doi.org/10.48344/bspu.2020.23.99.098.

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Qhobosheane, Motsamai Edward, and Pule Phindane. "SPEAKING IN A LANGUAGE VERSUS SPEAKING A LANGUAGE IN COMMUNICATIVE COMPETENCE ATTAINMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end125.

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"This article aimed to promote speaking skill as part of communicative competence acquisition, under the auspices of Communicative Language Teaching approach in English as a First Additional Language in intermediate phase (Grade 4-6) in Free State province township primary schools. Moreover, this article aimed to ensure that proficient learners in English are produced for the senior phase, and that the conducive communicative environment is created as well as to be sustained by all stakeholders, to enable the learners’ communicative competence acquisition, hence English is adopted as the Language of Learning and Teaching (LoLT) in most Free State township primary schools. In the same vein, this article seeks to promote the adoption of English as LoLT in foundation phase, for better communicative competence acquisition in intermediate phase. English beyond the classroom approach, and English across the curriculum, are the two approaches advocated by this article to make communicative competence to be the goal and the responsibility of all the stakeholders inside and outside the teaching and learning classroom environment. For the intensive and the extensive knowledge regarding speaking as part of communicative competence, scholarly articles were consulted by the researcher."
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KHASANOV, N. B. "Ways to diagnose innovative learning in the classroom for a practical course Russian language." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-40.

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Вардзелашвили, Жанетта. "A FLIPPED CLASSROOM AS AN INNOVATION IN THE RUSSIAN AS A FOREIGN LANGUAGE METHODOLOGY." In CROSS-CULTURAL↔INTRA-CULTURAL COMMUNICATION: THEORY AND PRACTICE OF TRAINING AND TRANSLATING. Baskir State University, 2021. http://dx.doi.org/10.33184/miktipoip-2021-12-02.10.

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Michurina, E., and N. Prashuk. "On the need of creating textbooks for checking reading skills of the foreign students (intermediate level)." In Russian cultural space: language – mentality – understanding. XX International scientific and practical conference. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1462.rcs_xx-2019/246-250.

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Al-Kaisi, Alisa, Olga Rudenko-Morgun, and Alla Akhangelskaya. "CREATING THE MOST EFFECTIVE TOOLS TO FLIP YOUR FOREIGN LANGUAGE CLASSROOM (TEACHING EXPERIENCE IN RUSSIAN AS A FOREIGN LANGUAGE)." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0684.

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Kamshuk, Sofia Sergeevna. "Fiction text in the classroom in Russian as a foreign language (advanced stage of study)." In International Scientific and Practical Conference, Chair Anna Anatolyevna Nemyka. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-554405.

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The article discusses the method of working with a literary text in a foreign language audience on the example of the story of L.S. Petrushevskaya "Mania of the Rose". A presentation of unknown vocabulary with the use of various types of commenting, a system of tasks and exercises when working with this text in the lesson of Russian as a foreign language (RFL) for students with a B1 level is presented. The article is addressed to teachers of RFL and foreign students.
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Grominová, Andrea. "WORK WITH METAREALISM/NEO-BAROQUE POETIC TEXTS IN THE RUSSIAN AS A FOREIGN LANGUAGE CLASSROOM." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-24.

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Based on key aspects of the analysis and interpretation of the poem Rural Cemetery (???????? ????????) by one of the main representatives of metarealism Alexei Parshchikov, the concept of Literary-interpretive seminar for university students of Russian as a foreign language will be outlined. Decoding of individual metaphors and metabols can lead to increased interest of students in historical, social, cultural and technical topics as well as the expansion of knowledge in various areas of life.
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Reports on the topic "Intermediate Russian language classroom"

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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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