Journal articles: '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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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. 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.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. Keywords: spoken skills, teaching Russian as a foreign language, learning problems

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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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Sloane, David, Slava Paperno, Alexander Nakhimovsky, Alice Nakhimovsky, and Richard L. Leed. "Intermediate Russian: "The Twelve Chairs"." Slavic and East European Journal 31, no. 1 (1987): 136. http://dx.doi.org/10.2307/307041.

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Keller, Howard H., Joanne Innis, David Lowe, Rachel Oksenkrug, and Perry Patterson. "Intermediate and Advanced Russian Reader." Slavic and East European Journal 30, no. 2 (1986): 303. http://dx.doi.org/10.2307/307621.

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Pursglove, Michael, John Murray, and Sarah Smyth. "Intermediate Russian: A Grammar and Workbook." Modern Language Review 97, no. 2 (April 2002): 509. http://dx.doi.org/10.2307/3736970.

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Stadler, Wolfgang. "Teaching and Testing Sociopragmatics in the Russian Language Classroom." ATHENS JOURNAL OF PHILOLOGY 2, no. 3 (August 31, 2015): 149–62. http://dx.doi.org/10.30958/ajp.2-3-1.

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Cobb, Marina L., John Murray, and Sarah Smyth. "Intermediate Russian: A Grammar and Workbook." Slavic and East European Journal 46, no. 1 (2002): 224. http://dx.doi.org/10.2307/3086278.

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Bartle, John, and William J. Mahota. "Russian Motion Verbs for Intermediate Students." Slavic and East European Journal 42, no. 3 (1998): 593. http://dx.doi.org/10.2307/309728.

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Dmitrieva, Olga, Allard Jongman, and Joan A. Sereno. "The Effect of Instructed Second Language Learning on the Acoustic Properties of First Language Speech." Languages 5, no. 4 (October 26, 2020): 44. http://dx.doi.org/10.3390/languages5040044.

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This paper reports on a comprehensive phonetic study of American classroom learners of Russian, investigating the influence of the second language (L2) on the first language (L1). Russian and English productions of 20 learners were compared to 18 English monolingual controls focusing on the acoustics of word-initial and word-final voicing. The results demonstrate that learners’ Russian was acoustically different from their English, with shorter voice onset times (VOTs) in [−voice] stops, longer prevoicing in [+voice] stops, more [−voice] stops with short lag VOTs and more [+voice] stops with prevoicing, indicating a degree of successful L2 pronunciation learning. Crucially, learners also demonstrated an L1 phonetic change compared to monolingual English speakers. Specifically, the VOT of learners’ initial English voiceless stops was shortened, indicating assimilation with Russian, while the frequency of prevoicing in learners’ English was decreased, indicating dissimilation with Russian. Word-final, the duration of preceding vowels, stop closures, frication, and voicing during consonantal constriction all demonstrated drift towards Russian norms of word-final voicing neutralization. The study confirms that L2-driven phonetic changes in L1 are possible even in L1-immersed classroom language learners, challenging the role of reduced L1 use and highlighting the plasticity of the L1 phonetic system.

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Jabborova, Dilbar. "Formation of students’ creativity in the classroom of the Russian language." Linguistics and Culture Review 5, S1 (August 22, 2021): 467–77. http://dx.doi.org/10.21744/lingcure.v5ns1.1432.

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This article discusses the formation of students’ creativity in a Russian language lesson in detail. Russian language teaching is carried out not only in literature classes, but also in any educational topic and outside the classroom, in free communication with students; live Russian is becoming a universal of school life. The basis for the formation of civic and cultural identity is the Russian language. Teaching is a complex, multi-component mobile system that is rebuilt depending on who needs to be taught what, for what. This is a system that requires the synthesis of all theoretical knowledge, the ability to analyze, and model the situation of communication in pedagogical practice.

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Daukšaitė-Kolpakovienė, Aurelija. "Out-of-Class English Language Learning Among Upper-Intermediate Level Students." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 124–46. http://dx.doi.org/10.2478/sm-2020-0016.

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SummaryThis article discusses a small scale research project that investigated how students learn and use English outside the classroom. It was conducted during the 2019–2020 academic year and completed by administering a questionnaire to 47 students enrolled in the B2-level English language course offered at Vytautas Magnus University in the fall semester of 2019. The data were collected through an online survey. The participants were asked to choose the ways which helped them to learn English outside of the classroom and to comment on them based on how useful they were in terms of learning English. The students were also asked to indicate the frequency of such out-of-classroom (OOC) activities, in other words, how often they engage in the chosen OOCs. The results showed that most of the activities that the research participants engaged in outside the classroom were related to popular culture and their free time activities that were fun and entertaining rather than consciously chosen activities with the purpose of learning English. These activities helped to expand vocabulary and listening, but they did not help to practice speaking and writing (productive skills).

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Sokolova, Galina E. "Teaching the culture of speech to foreign students on the basis of texts about the aesthetics of the Russian language." Tambov University Review. Series: Humanities, no. 194 (2021): 125–33. http://dx.doi.org/10.20310/1810-0201-2021-26-194-125-133.

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The subject of the research is the analysis of the study by foreign students of texts about the aesthetics of the Russian language in the classroom for the development of oral and written speech. The purpose of using such texts is the development of the culture of speech of foreign students, the development of their aesthetic speech ideal, communication skills, interests, feelings, emotions. In the process of such work, foreign students get acquainted with the Russian language worldview, they have a desire to study the Russian language more seriously and deeper, learning its wealth, beauty and grace. The methodic principles of working with these types of texts are de-scribed, a detailed analysis of the pre-text, text and post-text analysis of the text by K.G. Paustovsky in the classroom with foreign students with a level of Russian language proficiency B1-B2. The relevance of working with texts on the aesthetics of the Russian language and speech in the classroom on Russian as a foreign language is substantiated, since it contributes to the develop-ment of language knowledge, skills and abilities of students, forms their cultural competence, artistic thinking, the desire to speak Russian, relying on aesthetic samples from the studied texts. The research results can be used in practical classes with foreign students in the process of teaching the following training courses: “Development of oral and written speech”, “Russian literature”, “Practice of speech communication”, “Corrective vocabulary course”, “Speech etiquette”, “Russian culture”, etc.

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Isakovna, Usmonova Manzura. "Methods Of Teaching Russian As A Non-Native Language." American Journal of Applied Sciences 03, no. 03 (March 31, 2021): 104–9. http://dx.doi.org/10.37547/tajas/volume03issue03-16.

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The teaching method is one of the basic categories of teaching methods. In the general didactic sense, the concept of a method includes the methods of interrelated activities of the teacher and students, aimed at achieving the goals of education, upbringing and development of students. In this understanding, the methods can be universal, applicable to teaching different disciplines, although they have their specific embodiment in each discipline. For a language teacher, methods are important as sources of knowledge, skills and abilities formation. These methods include: working with a text, a book, a teacher's story, conversation, excursion, exercises, the use of visualization in teaching. Depending on the independence of educational actions performed by students, active and passive methods are distinguished; by the nature of the work of students - oral and written, individual and collective, classroom (classroom) and home.

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Sokolova, G. E. "Developing Role of Excursion Lessons with Students Studying Russian as a Foreign Language." Prepodavatel XXI vek, no. 4, 2019 (2019): 193–99. http://dx.doi.org/10.31862/2073-9613-2019-4-193-199.

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The article analyses the role and significance of educational excursions in the classroom with students studying Russian as a foreign language. Such linguistic and regional geography study, carried out constantly and systematically, significantly increases the level of students’ linguistic and cultural knowledge, stimulates their creative and intellectual activity, motivates students to study Russian culture, history, and traditions. The task of the teacher of Russian as a foreign language is to interest students in the topic of the excursion, stimulate their desire to learn more, see and remember during the excursion, and then use the acquired knowledge in practice. For this, the teacher needs to determine the goals, objectives, subjects, content, place, time and duration of the excursion, select special lexical and grammar material necessary for introducing, practicing the materials studied, checking the knowledge gained and generalizing what was seen. The article presents three main stages of organizing and conducting study tours: preparation (preliminary classroom studies), the rules for conducting and requirements for organizing the tour itself, and knowledge processing (final classroom lesson). The linguistic and regional knowledge that students receive during the excursions significantly increase their creative and intellectual activities, motivate them to study the Russian language, Russian his-tory and culture.

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Ataklı, Fatma. "The Role of Multi-Media in the Foreign Language (Russian) Classroom." Procedia - Social and Behavioral Sciences 70 (January 2013): 795–98. http://dx.doi.org/10.1016/j.sbspro.2013.01.125.

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Chicherina, Natalia V., Feng Liu, and Oksana Yu Obraztsova. "Classroom Management in EFL Classes: Perception in China and Russia." Integration of Education 24, no. 2 (June 30, 2020): 185–205. http://dx.doi.org/10.15507/1991-9468.099.024.202002.185-205.

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Introduction. Classroom management has been one of the most vital fields of study of language teaching. It deals with establishing and maintaining a safe and positive learning environment, which is an essential condition for effective teaching. The rapid growth of the internationalization of education calls for comparing classroom management across countries. However, the comparative study of this aspect Chinese and Russian has long been delayed. The aim of this study is to examine the perception of classroom management in China and Russia regarding teaching English as a Foreign Language. Materials and Methods. In this research classroom management is defined by three fundamental aspects: instructional management in a traditional and online setting; behavioral management through discipline and timing; and behavioral management through communication and teacher-student relationships. A 5-point Likert scale questionnaire was implemented at both Chinese and Russian universities, three quartiles and Mann–Whitney U test were applied to the interval data. Results. By cross-culturally analyzing similarities and differences in perception of questionnaire items, it is found that generally, the perception of classroom management between Chinese and Russian respondents has more similarities than the distinctions. The authors also gave several practical recommendations to teaching staff for more adequate classroom management in China and Russia. Discussion and Conclusion. Understanding differences in perception of Chinese and Russian respondents at universities are helpful for teaching staff and students to understand each other’s expectation, as well as stimulating new or modified strategies of classroom management. Potential areas of further research can cover the causes of differences and similarities in perception and practices of classroom management across Chinese and Russian culture.

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Kotov, Sergey, Igor Nefedov, Andrey Panteleev, Nina Kotova, and Grigory Kotov. "Models of implementation of the virtual educational environment in the process of teaching." E3S Web of Conferences 273 (2021): 12128. http://dx.doi.org/10.1051/e3sconf/202127312128.

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This article deals with the problem of choosing the most optimal teaching model for teaching Russian as a foreign language. The purpose of the research is to identify and analyze possible models for the introduction of a virtual educational environment in the process of teaching Russian as a foreign language, and to determine the criteria for the effectiveness of these models. The article is based on the following practical methods: observation of classroom and extracurricular communication between teachers and foreign students, questioning of teachers and students, the method of experiment. Five models of the introduction of virtual educational environment into the practice of teaching Russian as a foreign language are identified and analyzed, and the functional capabilities of platforms and applications used in online learning are described in detail. The main problems that arise for foreign students while fully converting Russian language teaching into a distance format are identified. Russian language teaching quality is determined by three main criteria that affect the quality of teaching Russian to foreign students in a distance format using a virtual educational environment: the level of Russian language proficiency, the motivation of the student, and the language/discipline section being studied. The mixed learning model, which combines traditional classroom learning with parallel online broadcasting of classes in a virtual space, is currently the most optimal model for implementing a virtual educational environment in the teaching process. When using the mixed learning model, the necessary competencies are acquired by both students studying in the classroom and those students who, due to various circumstances, study in a distance format. The mixed education model allows the student to make a deliberate choice between traditional and innovative models, making it possible to switch from one model to another directly in the learning process.

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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.

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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.

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Latif, Haval Abdulaziz. "Teachers’ Attitudes Towards Using First Language in English Classrooms: A Case Study of Kurdish Intermediate Teachers." Journal of University of Human Development 7, no. 3 (August 25, 2021): 115–26. http://dx.doi.org/10.21928/juhd.v7n3y2021.pp115-126.

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This study aims to shed light on the teachers’ attitudes and insights towards using first language (L1) in intermediate English (L2) classrooms. It looks into the justifications and perceptions that teachers have regarding the use of Kurdish in English classrooms. More specifically, this study tries to find the major challenges that teachers face if the use of Kurdish language is ignored at intermediate schools. The analysis of this paper was based on a case study which was conducted on (10) intermediate English language teachers from (7) public and private schools in Sulaymaniyah. Qualitative methodology was applied by interviewing the participants virtually and asking the same open-ended questions. The results revealed that the majority of the teachers support the bilingual approach and the use of Kurdish language in intermediate English classrooms. Furthermore, the results showed that the teachers, to some extent, support the use of the Kurdish language to serve certain pedagogical functions, such as decreasing classroom anxiety, increasing students’ participation, explaining difficult idiomatic expressions, giving test instructions, and facilitating classroom management. The findings of this study will help the intermediate English language teachers and learners to overcome the challenges they may face and, ultimately, improve the teaching and learning process.

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Idris, Nazua. "Using Non-native English Films to Promote Multiculturalism in ELT Classroom." Journal of NELTA 19, no. 1-2 (February 10, 2015): 65–76. http://dx.doi.org/10.3126/nelta.v19i1-2.12081.

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This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12081 Journal of NELTA, Vol 19 No. 1-2, December 2014: 65-76

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Spisiakova, Andrea, Olga Iermachkova, and Lukas Gajarsky. "THE USE OF MEDIA TEXTS IN RUSSIAN LANGUAGE TEACHING." Philological Class 26, no. 2 (2021): 245–53. http://dx.doi.org/10.51762/1fk-2021-26-02-21.

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At present, we observe active development of new methods and strategies of teaching foreign languages, in which mass media materials play an important role because they provide authentic resources that offer natural language environment and enrich the curriculum and syllabus. These resources can be easily adapted to suit different levels of language proficiency, interests and needs of the students. The study attempts to substantiate the necessity and importance of using various types of authentic media materials in the classroom and analyzes the challenges teachers may face in the process of teaching. The aim of the study is to address both the theoretical background and the practical issues of application of media texts at the lessons of Russian as a foreign language. They enhance not only language but and socio-cultural proficiency of the students and their understanding of linguistic phenomena such as various stylistic figures of speech, phraseological units, linguistic means of manipulation, etc. Mass media resources can be used to develop media literacy, critical thinking and analytical skills. This study is based on the use of general scientific methods such as analysis, description and interpretation. The authors fall back on scholarly literature and their personal experience of teaching Russian. The article suggests using practical media-based approaches to develop language skills and psychological properties, such as memory, prediction skills, and speed of response to linguistic stimuli in undergraduate university students of Russian as a second language. The opportunities and methods regarded in the study can be used in any other classroom of Russian as a second language.

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Schulte, Gerhard. "Murder in the Classroom: An Audiovisual Alternative for Intermediate Level Language Instruction." Die Unterrichtspraxis / Teaching German 24, no. 2 (1991): 176. http://dx.doi.org/10.2307/3531023.

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Hernandez, Todd. "Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom." Foreign Language Annals 39, no. 4 (December 2006): 605–17. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02279.x.

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Shenk, Elaine M. "Teaching Sociolinguistic Variation in the Intermediate Language Classroom: Voseo in Latin America." Hispania 97, no. 3 (2014): 368–81. http://dx.doi.org/10.1353/hpn.2014.0089.

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RIFKIN, BENJAMIN. "A Ceiling Effect in Traditional Classroom Foreign Language Instruction: Data from Russian." Modern Language Journal 89, no. 1 (March 2005): 3–18. http://dx.doi.org/10.1111/j.0026-7902.2005.00262.x.

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Khodabakhshzadeh, Hossein, Zahra Kafi, and Hanieh Garmabi. "Social Trust and Types of Classroom Activities: Predictors of Language Learning Motivation." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 147. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.147.

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The present study examined the role of social trust and types of classroom activities as some probable significant predictors of language learning motivation on a sample of 200 Iranian EFL upper-intermediate learners who have been selected randomly. Consequently, the participants completed three questionnaires, Language Learning Motivation Inventory, Classroom and school Community Inventory, and Classroom Activities Inventory, the reliability and validity of each have been checked previously. After running Multiple Regression through SPSS Software, the results revealed that social trust and types of classroom activities accounted for 16.7% of the variance in language learning motivation. Although each of them had a unique impact on language learning motivation, "Deep Language Use" as one of the types of classroom activities had a greater contribution to English as a foreign language learning motivation (002< .05), outweighing social trust as a more important predictor, (.005 < .05). Finally, pedagogical implications along with suggestions for further studies are discussed.Keywords: Types of classroom activities, Social trust, Language learning motivation, EFL learners

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Brzycki, Dolores, Ludmila Derevyanchenko, Ludmila Tschakh, and Svetlana Kokoryshkina. "Stories from Today's Russia: A Reader for Intermediate Students of Russian." Modern Language Journal 79, no. 3 (1995): 451. http://dx.doi.org/10.2307/329380.

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Litvin, E. A. "Russian Literature at the Italian language lessons. "White nights" of Dostoevsky and Visconti." Язык и текст 5, no. 3 (2018): 38–45. http://dx.doi.org/10.17759/langt.2018050305.

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The article contains a comparative analysis of the Dostoevsky`s novel “White nights” and its film adaptation made by Luchino Visconti. It also contains didactic materials that let use the novel and its adaptation at an Italian language lesson. The lesson is meant for Russian-speaking students of intermediate or upper-intermediate level of Italian.

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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (March 17, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in classroom language learning. Materials and Methods: the experiment uses three production tasks: written production, oral production and pronunciation task. The written assignment asks the participants to translate sentences from Russian into English. The target sentence contains the existential there are that does not exist in Russian. The way the participants structure the target sentence in English allows for conclusion about possible influences of the first foreign language on the development of their L3- English. In the oral production task, the participants are prompted to produce negative sentences. The influences from previously learnt languages is traced through the placement of the negation not. In the pronunciation task Praat was used to measure the duration and the formant frequency of the nasal [N] in English. Differences in sound quality trace back to the influences from the previously learnt languages. The data were analyzed with one-way ANOVA for between and within group differences. Results: in the written task, the participants who studied German as their first foreign language prefer verb final placement in the subordinate, which is ungrammatical in English but grammatical in German. The L2-French group put the verb in the right place, but they do not use the existential there are, which required in English. In the oral task, the placement of negation is Russian-like in both groups. In pronunciation, the quality of English [N] is influenced by the amount of nasality the participants learnt before, i.e. French influences make the English [N] more nasalized than the [N] in the group with German as the first foreign language. Discussion and Conclusion: classroom learners of English as the L3 experience influences from all the previously learnt languages, the native language and the first foreign language. These findings pattern with the assumptions of the main generative theories of naturalistic L3 acquisition. Concluding that classroom language learning is governed by universal grammar, the teaching can benefit from predicting what cross-linguistic influences can be facilitative or not for the acquisition of the target language.

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Bekishev, R. "ONLINE TEACHING OF RUSSIAN LANGUAGE TO LAW STUDENTS." BULLETIN Series of Philological Sciences 75, no. 1 (March 30, 2020): 329–39. http://dx.doi.org/10.51889/2021-1.1728-7804.56.

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This article deals with the application of ZOOM and TIAMS online learning platforms in the higher education system. The author notes both the advantages and disadvantages of the listed online services. In order to increase the motivation of students to study the Russian language in the online format, the author proposes the use of advanced tasks technology using ICT in the educational process, namely computer presentations. The article describes in detail examples of advanced assignments in the Russian language, which enable law students to master the educational material in an individual format, contribute to conscious study and stronger memorization. Among the proposed advanced tasks, there are those that are designed, on the one hand, to consolidate the knowledge, skills and abilities acKuired in the classroom, and on the other, allow the student to show independence, to find a solution to a non-standard issue or task himself.

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Keller, Howard H. "Databases in the Russian Classroom: Present Offerings and Future Needs." Slavic and East European Journal 35, no. 3 (1991): 411. http://dx.doi.org/10.2307/308659.

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Soboleva, Olga, and Natalia Tronenko. "A Russian Multimedia Learning Package for Classroom Use and Self-Study." Computer Assisted Language Learning 15, no. 5 (December 2002): 483–99. http://dx.doi.org/10.1076/call.15.5.483.13470.

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Melnik, Yuliya A., and Kseniya R. Russu. "Linguodidactical potential of modern feature films in Russian as a foreign language classes." Neophilology, no. 25 (2021): 111–20. http://dx.doi.org/10.20310/2587-6953-2021-7-25-111-120.

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The work is devoted to the formation of sociocultural and linguocultural competences of foreigners studying Russian as a foreign language (RFL) through work with modern feature films. We describe the linguodidactic potential of authentic video materials designed to work in the classroom in Russian as a foreign language; selection criteria are presented. We point out that mo-tion pictures are a valuable source of both linguistic and extralinguistic information. We conclude that it is advisable to use authentic full-length feature films in RFL lessons; the recommended lev-el of language proficiency is B1. We offer a methodological development for the Russian film “Moscow Romance” (2019). We substantiate the criteria for choosing this film, we have devel-oped a system of tasks, some of which can be completed during extracurricular hours. We pre-scribe such stages of work with the film as: “Pre-demonstration. Preparation for viewing”, “Dem-onstration. Understanding Test” and “Post-Demonstration. Discussion”, as well as offer the fourth stage “Continuing work outside the classroom”. This system of work has been tested by the au-thors of the work in three groups of different nationalities studying at Russian universities.

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Нямху, Ц., and Б. Нарантунгалаг. "USING SUCCESS + A1 E-TEXTBOOK IN RUSSIAN LANGUAGE PRACTICE LESSONS DURING DISTANCE LEARNING." Russkii iazyk za rubezhom, no. 3(286) (June 30, 2021): 73–79. http://dx.doi.org/10.37632/pi.2021.286.3.011.

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В статье описываются особенности применения электронного учебника «Успех+» А1, используемого студентами и преподавателями института Эрдэнэта Монгольского госуниверситета на практических занятиях РКИ. Авторы рассматривают преимущества настоящего интерактивного курса в ДО и системы упражнений в электронном учебнике в качестве как аудиторных, так и вне-аудиторных работ с целью формирования языковых компетенций. In this paper, we discuss the Success + A1 e-book used by teachers and students of the Erdenet School of the National University of Mongolia during distance learning. The author emphasizes the advantages of the book, also describes the exercises included in the e-book, which are designed to develop language skills in classroom and non-classroom training, and how to perform them.

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Салимова, D. Salimova, Кудрявцева, and E. Kudryavtseva. "From the Experience of Training Russian As Foreign Language: Group and Individual Lessons for the Development of the Speech, with the Pupils, Having Different Level of Preparation." Modern Communication Studies 4, no. 4 (August 10, 2015): 27–29. http://dx.doi.org/10.12737/12862.

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The article deals with the peculiarities of teaching Russian as a foreign language by teachers of the department, the main burden of whom is to work in the Russian groups, the preparation of teachers of Russian language and literature. Special conditions, namely uneven preparedness for the group of trainees, different goals and intentions of the students, a variety of ethnic composition – all this requires from specialists in Russian philology maximum compression and concentrated types and forms of learning, different both in structure and content. Only the most advanced and complex methods causing interest in the subject, participation in the classroom at the same time two or three teachers, attraction to participate in the classroom as a teaching and Russian students give the opportunity to work effectively in a group of foreign nationals. Maximum results and maximum impact can be achieved only by the individual form of training (two or three teachers and one trainee).

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Апанович, Зинаида Владимировна. "Information about Russian Research Organizations in Multilingual Data Sources." Russian Digital Libraries Journal 24, no. 5 (November 6, 2021): 756–69. http://dx.doi.org/10.26907/1562-5419-2021-24-5-756-769.

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International and Russian-language data sources that provide information about Russian research-related organizations are considered. It is demonstrated that Russian-language data sources contain more information about Russian research-related organizations than most international data sources, but this information remains unavailable for English-language data sources. Experiments on comparison and integration of information about Russian research organizations in international and Russian data sources are outlined. Data sources such as GRID, Russian and English chapters of Wikipedia, Wikidata and eLIBRARY.ru are considered. The work is an intermediate step towards the creation of an open and extensible knowledge graph.

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DUISEMBEKOVA, Z. M., and A. M. KURBAN. "FOREIGN LANGUAGE CLASSROOM ANXIETY OF STUDENTS STUDYING ENGLISH LANGUAGE IN KAZAKHSTAN." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 300–311. http://dx.doi.org/10.47526/2022-2/2664-0686.25.

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A significant number of students studying a foreign language have experienced anxiety at some point during their studies. Kazakhstan is a multilingual country, having three official languages (Kazakh, Russian, and English) as compulsory education, and it raises the question of whether students experience any anxiety during the classroom, which significantly impacts their learning process and academic performance. This article aimed to explore the level of foreign language classroom anxiety among the students studying in 3rd and 4th grade in the Department of English Language and Literature and the Department of Translation Studies at Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Kazakhstan. To test the anxiety level, the study was conducted by conducting an online survey of 314 students (266=female, 48=male) and utilising the Foreign Language Classroom Anxiety Scale (FLCAS). The results showed a moderate level of anxiety, suggesting that the students and teachers might have been affected by the cultural aspects of the nation. Another assumption might be the mutual trust between the students and teachers that creates an atmosphere that decreases the anxiety. Furthermore, students were eager to study and looked forward to conversing with native speakers. This data confirms the importance of culture, peer support, and proper study programs, along with the continuous assistance and encouragement from the teachers.

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Kim, Jongmin, and Hossein Nassaji. "Incidental focus on form and the role of learner extraversion." Language Teaching Research 22, no. 6 (March 22, 2017): 698–718. http://dx.doi.org/10.1177/1362168817699642.

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Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.

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Khasanov, N. "Motivation for Learning Activities of Students of Technical Universities in the Classes of the Russian Language." Bulletin of Science and Practice 7, no. 9 (September 15, 2021): 567–70. http://dx.doi.org/10.33619/2414-2948/70/57.

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The article is devoted to the analysis of the formation of educational motivation in the classroom of the Russian language in a technical university. An interpretation of the internal and external motivation of students in the classroom is given. The relevance of the proposed article lies in the fact that it presents an analysis of the survey conducted among four institutes of the university and presents the survey questions among students. The purpose of the article is to develop positive motivation for learning the Russian language using a competency-based approach to teaching. Materials and methods: integration, competence-based approaches, the method of comparative analysis were used. The results of the survey show that the self-sufficiency of the competence-based approach, its focus on results, while creating all the necessary conditions, contribute to the formation of long-term motivation and productive mastering of the Russian language.

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Popkova, Ekaterina. "The Backyard of EFL Teaching: Issues Behind L1 Prosodic Interference in Russian English." Journal of Language and Education 1, no. 4 (December 1, 2015): 37–44. http://dx.doi.org/10.17323/2411-7390-2015-1-4-37-44.

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Modern EFL teaching in Russia pays much attention to variations in the cultural schemata represented by students’ L1 and the target language, as well as behavioral patterns of their speakers. However, teaching practitioners scarcely address certain issues of Russian L1 prosodic interference that cause attitudinal confusion on the part of native English speakers. The study explores the wrong pragmatic effects created in English due to the transfer of Russian intonation contours and the reasons behind the failure of Russian EFL teachers to address the issue. Specifically, it investigates English speakers’ negative perceptions of Russian L1 intonation and examines Russian teachers’ practices and beliefs with regard to the place of intonation in a language classroom. The paper draws on findings from recent studies on effects of Russian L1 prosodic features in English and the results obtained from a survey conducted by the author among 29 Russian EFL teachers. The paper argues that whereas L1 intonation interference seriously affects learners’ cultural image, its role in EFL teaching is significantly undervalued as compared to that of grammar and vocabulary. It concludes by suggesting practical ways to facilitate intonation teaching in a Russian EFL classroom.

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Yuanyuan, Fan, and Elena N. Tarasova. "Peculiarities of working with grammatical homonyms at Russian as a foreign language lessons in the Chinese classroom." Science and School, no. 3, 2020 (2020): 179–84. http://dx.doi.org/10.31862/1819-463x-2020-3-179-184.

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The article considers the features of working with grammatical homonyms at Russian as a foreign language lessons in the Chinese audience; special attention is paid to comparing grammatical homonymy in Russian and Chinese. The authors make an attempt to systematize different types of homonyms in Russian and Chinese languages, give examples of using a new technology – mind-maps, offer in teaching Russian grammar to Chinese students a system of exercises based on different types of speech activity.

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Kunakova, Klara U. "USING STUDENTS’ MOBILE DEVICES DURING LESSONS OF THE RUSSIAN LANGUAGE." Volga Region Pedagogical Search 35, no. 1 (2021): 37–41. http://dx.doi.org/10.33065/2307-1052-2021-1-35-37-41.

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The trend of using your own mobile device in the workplace or within the walls of an educational institution has been called BYOD (bring-your own device). The concept of BYOD does not require much expense for the student, other than choosing the right Internet traffic and keeping your device running. The use of mobile devices in the classroom is a modern trend, as their technical capabilities are very large. The article describes some techniques and types of work on the use of mobile devices to intensify classes and increase the motivation of students to obtain knowledge.

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Journal articles on the topic 'Intermediate Russian language classroom'

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