Journal articles on the topic 'Russian language classroom'
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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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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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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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Protassova, Ekaterina. "Pluricentrity, Multilingualism and Heterogeneity of the Learners’ Groups." International Journal of Multilingual Education X, no. 1 (June 29, 2021): 25–46. http://dx.doi.org/10.22333/ijme.2021.17002.
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Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.
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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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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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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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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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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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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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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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Keselman, Iosif, and Yulia Yakovleva. "Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment." Journal of Language and Education 7, no. 2 (June 30, 2021): 175–88. http://dx.doi.org/10.17323/jle.2021.9767.
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Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.
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Karpechenkova, Yuliya Gennadyevna, and Marina Anatolyevna Oleynik. "The educational mission of Russian as a foreign language teacher as a factor in the development of intercultural communication." KANT 44, no. 3 (September 2022): 263–67. http://dx.doi.org/10.24923/2222-243x.2022-44.48.
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The purpose of the study is to describe the experience of the educational expedition "In Russian about Russia" as one of the factors of popularization of Russian culture among young people studying Russian abroad, as well as the formation of friendly relations with foreign colleagues, the preservation of patriotism and resistance of russophobia. The scientific novelty lies in the fact that the format proposed by the authors is relevant for conducting among students of various nationalities, as well as among compatriots living abroad. In addition, the work can be carried out both in the classroom, and in a remote or mixed form. As a result of the implementation of the expedition project, the need for such educational events has been revealed among Russian as a foreign language students, as well as teachers of Russian as a foreign language, as they play a significant role in strengthening international relations and mutual understanding of compatriots living abroad, make it possible not to lose touch with Russia.
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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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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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Nakhimova, Elena A., and Yu Sun. "Development of linguistic and political competences of Russian students studying Chinese: Cultural meanings of Chinese state Symbols." Current Issues in Philology and Pedagogical Linguistics, no. 2(2021) (June 25, 2021): 151–61. http://dx.doi.org/10.29025/2079-6021-2021-2-151-161.
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The active development of cooperation between the friendly peoples of the Russian Federation and the People’s Republic of China requires intensified training of specialists capable of ensuring intercultural communication between citizens of China, Russia and other Commonweath of Independent States members. In accordance with modern linguodidactics, the development of a foreign language should be linked with culture studies, which ensure the development of the linguistic and cultural competences. It is essential that Russian students fully understand cultural meanings of China’s state symbols. The paper proves the need to acquaint Russian students studying Chinese language and culture with the state symbols of the People’s Republic of China (flag, coat of arms and anthem) at the initial stage of training. It is important that Russian students fully understand the cultural meanings of the state symbols of modern China, the country that is proud of its history and looks boldly into the future. Didactic materials that can be used in the classroom on the topic “State Emblem of the People’s Republic of China”, as well as additional materials for educational or extracurricular activities are presented in the study. Comparable components of Chinese and Russian (Soviet) state symbols, their national and historical features are highlighted in the paper as confirmation of the prospects of using the comparative principle in the classroom with Russian students.
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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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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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Gromova, Chulpan, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin. "Educational Practices for Immigrant Children in Elementary Schools in Russia." Education Sciences 11, no. 7 (June 30, 2021): 325. http://dx.doi.org/10.3390/educsci11070325.
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Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
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Колушкина, А. И., and А. А. Коренев. "GENDER NEUTRALITY IN THE ENGLISH LANGUAGE: TEACHER TALK AND COURSEBOOKS." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 4(52) (December 14, 2021): 40–53. http://dx.doi.org/10.36622/vstu.2021.51.97.006.
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Постановка проблемы. В статье рассматривается феномен гендерной нейтральности при обучении английскому языку и представлены результаты анализа речи учителей и содержания учебников. Целью данного исследования является выявление степени осведомленности учителей английского языка в России о гендерной нейтральности в английском языке и существующих стратегиях гендерно нейтрального речевого поведения на занятиях по английскому языку, а также выявление того, насколько содержание учебников по английскому языку соответствует принципам гендерной нейтральности. Результаты. Результаты исследования демонстрируют, что многие учителя и авторы учебников используют гендерно нейтральные лексические и грамматические стратегии, но при этом им не удается избегать гендерных стереотипов и неравной репрезентации персонажей, персоналий и прецедентных имен. Таким образом, предположение, что учителя английского языка используют в своей речи гендерно окрашенные лексические и грамматические средства, а также гендерные стереотипы на занятиях по английскому языку, частично подтвердилось: более 60% учителей не владеют гендерно нейтральным речевым поведением в достаточной степени. В отношении содержания учебников гипотеза также частично подтвердилась: 60% учебников содержат гендерные стереотипы, а в 90% проанализированных учебников встретился дисбаланс мужских и женских персонажей, персоналий и прецедентных имен (в сторону мужских). Выводы. Представляется целесообразной разработка особых рекомендаций по гендерно нейтральному речевому поведению на занятиях по английскому языку для учителей английского языка в России, в которых были бы учтены некоторые аспекты гендерной нейтральности в английском языке. Данные рекомендации должны соотноситься с российским социокультурным контекстом и включать в себя все необходимые объяснения о специфике гендерной нейтральности и ее важности в англоязычном контексте. State of the problem. The article explores the phenomenon of gender neutrality in language education and presents the results of classroom discourse analysis and coursebook content analysis. The purpose of the study is to reveal to what extent teachers of English as a foreign language (L2 teachers) in Russia use gender-neutral language and gender-neutral behaviour strategies in the classroom and how gender neutrality is presented in the English coursebooks (created both by Russian and international authors). The novelty is determined by the fact that this is the first attempt to analyse teacher talk and English coursebook contents in terms of their gender neutrality in the Russian socio-cultural context. Results. Results show that many lessons and coursebooks analysed use some gender-neutral vocabulary and grammar strategies, but contain gender-stereotyping and unequal representation of personalia and case names. The proposed hypothesis that English teachers in Russia use gendered lexical and grammatical means, as well as gender stereotypes in the classroom was validated to a certain extent. The overall result demonstrates that more than 60% of teachers are not gender-neutral. As for the coursebooks, most of them seem to be gender-neutral in terms of grammar, and half of them seem to be gender-neutral in terms of vocabulary. At the same time, 60% of coursebooks contain gender stereotypes and 90% do not represent males and females equally (with male superiority in number). Conclusion. Special guidelines on gender-neutral English in the classroom for English teachers in Russia should be created to provide some recommendations on the use of gender-neutral language and the use of coursebooks. These guidelines should refer to the Russian socio-cultural context and contain all the necessary footnotes for teachers to explain to them the importance of gender neutrality in the English language and to help them to explain the phenomenon to the students, who might experience certain challenges while acquiring the concept of gender neutrality that is only minimally represented in the Russian language.
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Kirillina, Kristina P. "Regional Component in Teaching Russian as a Foreign Language (Republic Sakha (Yakutia))." Proceedings of Southern Federal University. Philology 2021, no. 1 (March 30, 2021): 193–204. http://dx.doi.org/10.18522/1995-0640-2021-1-193-204.
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The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian language classes. It removes language difficulties, corrects the production of sounds, promotes the development of musical ear and motivation to learn the Russian language, relieve fatigue, and overcome the intercultural barrier. During the analysis of the main phonetic difficulties of students from China and South Korea, similar and distinctive features of the sound system of the native and Russian languages were highlighted, a system of training exercises was proposed that would interest students in pronunciation, practicing and correcting specific unpronounceable Russian sounds. Prospects for the study are the further use of the harbor in the classroom with students from countries such as Japan, Vietnam, India, Italy, Hungary, France, which have a similar musical instrument.
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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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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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Domysheva, S. A., and N. V. Kopylova. "Overcoming non-linguistic barriers to effective speaking in Russian adult ESP classroom." Vestnik of Samara University. History, pedagogics, philology 27, no. 1 (April 26, 2021): 87–94. http://dx.doi.org/10.18287/2542-0445-2021-27-1-87-94.
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The problem of teaching speaking in the adult ESP classroom has not been sufficiently studied in Russia, although the challenges it poses differ significantly from those that traditional research on pedagogy can address. One of these challenges is that some Russian adult ESP students do not feel comfortable speaking English in front of their teacher and classmates, which leads to communication barriers. The review of the literature on andragogy, our observations, and the anonymous survey conducted among Russian adult ESP learners have revealed that this discomfort may be caused or compounded by such socio-cultural and psychological factors as the fear of appearing incompetent and difficulty assuming the subordinate role of a student. The given study explores these factors and suggests creating a number of conditions maximizing the benefits of speaking activities for adult ESP audiences. The first condition is a flexible class organization, in which students are mostly encouraged to interact with equals in respect of their social characteristics and language proficiency. It creates a favorable anxiety-reduced classroom atmosphere in which all learners are given an opportunity to demonstrate their strengths. Another condition is the students exposure to relevant learning content with interactive speaking activities representing real-life communicative situations. It raises adult learners motivation and reduces the impact of psychological constraints. The third condition is the teaching style of a facilitator rather than a superior, which involves recognizing that both the teacher and the adult learners are competent in their respective fields of expertise and therefore equal in status. This setting proves to foster the development of speaking skills in Russian adult ESP classrooms and thus may be recommended for this audience. Further research into the topic may reveal more factors underlying verbal interactions in adult ESP classroom.
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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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Henno, Imbi, and Priit Reiska. "IMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 465–81. http://dx.doi.org/10.33225/jbse/13.12.465.
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This study analysed how to explain the statistically significant differences between the science mean scores and attitudes of students in different language instruction schools. Estonian schools were grouped according to their socioeconomic intake relative to the national average into three categories: advantaged, disadvantaged and mixed schools. The analysis of the socioeconomic composition of different language instruction schools showed that the Estonian and Russian language instruction schools are mostly mixed schools. The results did not support the assertion that weaker performance is connected with disadvantaged background of students or schools either. Although students in Russian language instruction schools reported higher levels of motivation, more innovative classroom activities and they were more informed about science-related careers, the students in Estonian language instruction schools outperformed the Russian-speaking students in science. The results support an opinion that the students’ performance and engagement differences are rather connected with classroom level instructional approaches and learning culture. Key words: PISA, socioeconomic background of students and schools, students’ science performance and attitudes, teaching practices.
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Ryblova, Alla Nikolaevna, and Kang Qiongqiong. "Problems of Chinese management masters’ training." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2017): 29–35. http://dx.doi.org/10.51314/2073-2635-2017-1-29-35.
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The article touches upon the problems of Chinese Management Masters’ training connected with the low proficiency level in Russian language. The author offers to intensify Russian language training and briefly describes intensive methods of projecting, organization, leading and control for the Chinese Management Masters’ training in the classroom. In addition, special attention is paid to the organization of extracurricular individual classes under the supervision of the professionally oriented language curator and scientific consultant to increase the proficiency level in Russian language that would promote the intensive assimilation of graduate programs and successful defense of Master’s thesis.
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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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Erzhanova, Asiia, and Anatoliy V. Kharkhurin. "The Influence of Prior Language Experience on Foreign Language Anxiety: A Study on a Russian-Speaking Sample." RUDN Journal of Psychology and Pedagogics 19, no. 3 (December 15, 2022): 448–64. http://dx.doi.org/10.22363/2313-1683-2022-19-3-448-464.
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The topic of foreign language anxiety has attracted considerable attention in the scientific community in recent years. However, there is no universal approach to how to overcome foreign language anxiety. Apart from everything else, it creates barriers and prevents foreign language learners from achieving high results. The purpose of this study is to determine the impact of prior experience of learning foreign languages on language anxiety. The study sample consisted of 152 Russian-speaking persons aged 16-45 who were surveyed using the Foreign Language Classroom Anxiety Scale to evaluate communication apprehension, fear of negative evaluation and test anxiety. The participants also answered questions regarding their language learning experiences: about the number of acquired languages, the age of their acquisition and the level of proficiency in these languages. The MANCOVA results showed that the group with the similar language experience had lower levels of fear of negative evaluation ( F (1, 156) = 4.07, .05, η2 = .06). Based on the results of the study, the authors put forward several practical recommendations: firstly, it is advisable for the teacher to be aware of the student’s prior language experience; secondly, it is proposed, in the educational process, to focus on the similarities in the phonology of the languages being studied; and, thirdly, it is also useful to pay extra attention to common morphemes in different languages.
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Toohey, Kelleen, and Elaine Day. "Language -Learning: The Importance of Access to Community." TESL Canada Journal 17, no. 1 (October 26, 1999): 40. http://dx.doi.org/10.18806/tesl.v17i1.879.
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This article is based on data derived from a four-year ethnographic study that followed two cohorts of ESL learners enrolled in mainstream Canadian primary classrooms from kindergarten through grade 2. It draws on sociocultural theory, based on the work of the Russian scholars Vygotsky and Bakhtin and developed in North America by Lave and Wenger (1991), Rogoff (1994), and others. In the article, we examine classroom practices that appear to offer our participants access to the linguistic resources of their community and those in which our participants appear to have limited access to these resources. Choral and small group activities are contrasted with Initiation-Response-Evaluation (IRE) sequences to show contrasting possibilities for access. We argue that speech situations in classrooms that are ludic or playful, that, in Bakhtin's (1981) terms, offer ever new ways to mean, are those in which children have the possibility of appropriating the words of others and of finding voices and utterances for themselves.
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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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Goncharenko, N. "Interactive technologies of teaching Russian as a foreign language for medical students." Medical University 1, no. 1 (December 21, 2018): 40–43. http://dx.doi.org/10.2478/medu-2018-0006.
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Abstract The paper discusses the new interactive technologies in teaching Russian as a foreign language. Based on a review of literature, research, theory, internet resources and current teaching practices the paper considers both theoretical and practical aspects of the usage of interactive technology in teaching Russian as a foreign language for medical students. The author demonstrates that learning Russian plays a vital role for foreign students studying medicine in Russia, being a prerequisite for their educational and professional work performance during their studies in a Russian university. The new modern technologies of teaching such as interactive teaching technologies largely contribute to the increase of foreign students’ motivation for learning the Russian language, particularly for medical and biological studies, and the efficiency of the learning process, as well as to the development of an active verbal communication during the classroom activities. Teaching experience demonstrates the effectiveness of interactive technologies for the development of speaking proficiency, interpersonal and communication skills. Based on the theory of teaching practice at a medical university and on the literature review as well, we specified the core characteristics of the interactive technologies compared to the traditional methods of teaching. Our review’s results make it possible to suggest that interactive technologies implementation should be based on mechanisms of dialogue, reflexivity and collaboration. These mechanisms contribute to the formation of the communicative as well as professional competence of foreign students.
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Газилов, Магомед, Magomed Gazilov, Марина Гозалова, and Marina Gozalova. "Positional distribution of sentence members in the french, english and russian languages." Services in Russia and abroad 8, no. 7 (December 10, 2014): 0. http://dx.doi.org/10.12737/7481.
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The article presents a comparative analysis of the sentence structure of the French language in comparison to English and Russian, described are differences and similarities for the three languages. English and French, are important languages of international communication, trade, cooperation and business. As for the Russian language, it is the fifth language in the world in the total number of speakers and the second most popular language of the Internet.
Traditionally, the French and English languages are considered as analytic with strict fixed word order in a sentence, at the same Russian is a synthetic language with free word order. Recently, however, linguists are increasingly beginning to assert that there are no languages purely synthetic or analytical. The analysis gives grounds to state that despite the fact that the French and British sentences have a fixed word order in their development there is a trend of occurrence of certain "liberties", in particular, modern French interrogative sentence violates the strict word order; It is constructed both with inversion, and without it, and the circumstances occupy not only postposition or preposition, but also interposition in relation to the predicative basis of the sentence.
The practical value of the work lies in the fact that the results obtained can be used in the classroom whiles teaching second language, and that would ensure a much easier and faster learning.
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Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.
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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
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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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Denisenko, Anastasia V., Marina A. Bereznyatskaya, and Julia M. Kalinina. "“Flipped class” technology in teaching foreign non-philological students." Russian Language Studies 20, no. 1 (March 30, 2022): 115–26. http://dx.doi.org/10.22363/2618-8163-2022-20-1-115-126.
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The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.
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Karolczuk, Marzanna. "Polsko-rosyjskie porównania międzykulturowe w podręcznikach do nauki języka rosyjskiego na poziomie gimnazjalnym." Studia Rossica Posnaniensia, no. 42 (June 19, 2018): 307–18. http://dx.doi.org/10.14746/strp.2017.42.27.
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Comparing and contrasting cultural, lexical and grammatical aspects in the foreign language classroom has many advantages. These include the development of intercultural competence, cultural awareness and a new insight into the first language. Research shows that foreign language textbooks are basic teaching tools. Therefore, this article is an attempt to analyse Polish-Russian tasks and comparative content in Russian textbooks at the level of lower secondary school. Five textbook series for learning Russian, published between 1999 and 2009, are examined. These are В Москву, Времена, Кл@ссно!, Прогулка and Эхо. The findings show that these textbooks offer comparative reflective tasks and reconstructive ones.
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Balasanian, M. "Literary Text as a Learning Tool Russian Language at the National School." Bulletin of Science and Practice 7, no. 3 (March 15, 2021): 302–6. http://dx.doi.org/10.33619/2414-2948/64/37.
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Based on the accumulated experience of working with students in the classroom in Russian as a foreign language, in this article, we tried to formulate the basic principles of the selection of literary texts for reading, on which the language teaching process is built. The development of intercultural competence in classes in Russian as a foreign language involves the search for new ways and methods, the effectiveness of which should become the basis for further increasing motivation to the subject.
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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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Mantrova, M. "Project method as an effective method of teaching and educating students of technical universities." Bulletin of the Karaganda University. Philology series 98, no. 2 (June 30, 2020): 97–101. http://dx.doi.org/10.31489/2020ph2/97-101.
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The article considers the project method as one of the effective means of training and education of a fully developed, independent, initiative person. The article describes the pedagogical value of using project activities in teaching Russian to students of technical universities. It is shown that using this method at Russian language classes reflects the main modern principles of teaching. They contribute to forming communicative skills and increasing motivation of Russian language teaching. The paper is focused on developmental teaching models based on individual characteristics of a person. The authors describe the personal experience of using a practice-oriented project in the classroom of the Russian language and offer it as a productive way to develop creative independence.
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Архипова, Е. В. "Interpreting Inherent Aspects of Lexical Meaning and Teaching Vocabulary in the Russian Language Classroom (Cognitive and Pragmatic Aspects)." Психолого-педагогический поиск, no. 2(62) (August 5, 2022): 45–53. http://dx.doi.org/10.37724/rsu.2022.62.2.005.
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В статье рассматривается проблема изучения лексикологии русского языка в современной школе в рамках когнитивно-прагматического подхода. Аксиология обучения русскому языку предполагает усиление внимания к ценностным аспектам современного знания, прежде всего к роли родного языка в процессе познания и мышления.Актуальность проблематики обусловлена необходимостью учета в эпоху цифровизации когнитивных сдвигов в процессе познания в сторону клипового мышления и важностью разработки программ обучения русскому языку с учетом задач обновленного Федерального государственного образовательного стандарта основного общего образования в части требований к выработке метапредметных умений анализа, обобщения, классификации и др. Цель статьи — обосновать важность работы над родо-видовыми понятиями на уроках русского языка в соответствии с принципом градуальности на всех этапах обучения в основной школе.Сделана попытка выявления дефицитов в программно-методическом обеспечении процесса обучения лексикологии в современной школе в указанном аспекте. Проведен контент-анализ действующей Примерной основной образовательной программы основного общего образования (ПООП ООО), обобщены научные труды, касающиеся проблемы формирования языковой и научной картин мира, а также особенностей понятийного мышления современных подростков. Обоснована необходимость пересмотреть работу над родовидовыми понятиями на уроках русского языка и уточнить те способы толкования значения слова, которые являются прагматически направленными и решают, помимо дидактической задачи, еще и развивающую задачу, обеспечивая достижение учащимися метапредметных результатов в обучении русскому языку.Сделан вывод о необходимости разработки методической модели обучения русскому языку в когнитивно-прагматическом аспекте с учетом задач формирования языкового сознания обучающихся на этапе основного общего образования, развития понятийного мышления, постижения родного языка как средства познания мира. The article treats the issue of teaching vocabulary in the modern Russian language classroom within the framework of the cognitive-pragmatic approach. The axiology of Russian language teaching presupposes focusing on value-related aspects of modern knowledge, primarily on the role of one’s native language in the process of cognition and thinking.The relevance of the research is accounted for by the necessity to investigate cognitive shifts pertaining to digital natives’ clip mentality and the necessity to elaborate Russian language teaching curricula based on the updated Federal State Educational Standard of Secondary Education and aimed at developing meta-subject skills of analysis, generalization, classification, etc. The aim of the article is to substantiate the importance of investigating lexical hyponymy and hyperonymy in the Russian language classroom in accordance with the principle of gradual and continuous development.The article attempts to identify current vocabulary teaching and learning strategies that need to be improved. It analyzes the existing Tentative Curriculum of Secondary Education. It summarizes research in the sphere of developing one’s linguistic and scientific worldviews and in the sphere of modern adolescents’ conceptual thinking. It accounts for the necessity to review current strategies of teaching lexical hyponymy and hyperonymy in the Russian language classroom and underlines the necessity to investigate effective strategies of interpreting inherent aspects of lexical meaning which are pragmatics-oriented and will enable learners to acquire meta-subject competencies in the Russian language classroom.The article underlines the necessity of developing a methodological model incorporating cognitive and pragmatic aspects of Russian language teaching and aimed at developing learners’ linguistic worldview and conceptual thinking in the Russian language classroom in secondary schools
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Zajda, Joseph. "Representing the Russian Revolution in Prescribed Russian School History Textbooks." Political Crossroads 24, no. 2 (November 1, 2021): 47–71. http://dx.doi.org/10.7459/pc/24.2.04.
Full textAbstract:
This article offers a new knowledge and insight into understanding the nexus between ideologies, the state, and nation-building—as depicted in transforming images of nation-building and historical understanding of the October 1917 Russian revolution in prescribed history textbooks in the Russian Federation (RF). Using discourse analysis, and historiography, the article examines critically the role of language and ideology in presenting historical narratives in explaining how do representations of the revolution by different historians, from diverse ideological backgrounds, compared to the depiction of the October Revolution of 1917, in Russian school textbooks. Classroom teachers and historians, using historiography, interpret the 1917 October revolution in Russia in different ways. These different interpretations reflect the way in which historical understanding and historical knowledge, influenced by dominant ideologies, are created in history. Current prescribed Russian history textbooks for senior secondary students, which are approved by the Ministry of Education and Science, now regard the Russian Revolution as a significant part of a foundation narrative, representing a re-invented new meta-narrative of nation-building in the RF.
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Dolganova, Olga. "Exploration of Classroom Cultures in EFL." Modern Journal of Studies in English Language Teaching and Literature 4, no. 1 (June 27, 2022): 40–56. http://dx.doi.org/10.56498/412022300.
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This article documents an investigation of classroom cultures within the context of teaching English in a Russian university and aspires to shed light on the context of teaching English as a foreign language (EFL) in Russia. It provides a comprehensive understanding of what classroom cultures the teachers of English create, and how their vision of these cultures is influenced by the context in which they are situated. Echoing previous research suggesting that classroom contexts are co-constructed, this study also accentuates students’ contributions in their implicit role in the construction of classroom cultures. The findings reveal that tensions that arise in the classroom trigger processes of negotiation between teachers and their students. Owing to these negotiations, the teachers manage to acquire the students’ acceptance of their rules, and this appears to be considered as some sort of ‘validation point’ for the teachers, which, in turn, facilitates the development of the teachers and their respective classroom cultures. This finding positions the students as central to the teachers’ estimations of themselves.
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Fisenko, Olga, Zozulya Elena Alexandrovna, Nikitina Vlada, and Bystrenina Irina Evgenevna. "Teaching Russian as a foreign language during the COVID-19 pandemic." Texto Livre 15 (August 9, 2022): e38581. http://dx.doi.org/10.35699/1983-3652.2022.38581.
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Foreigners coming to the Russian Federation must learn Russian as a foreign language to be able to enter professional programs at Russian higher education institutions. Unfortunately, many foreign students entering medical faculties often lack the required academic level of proficiency in Russian. For this purpose, Russian higher education institutions develop online courses and introduce additional digital resources into the educational process. The need for high-quality educational content has escalated by the COVID-19 pandemic. That is why the Peoples’ Friendship University of Russia invites foreign students in biomedical pre-university programs to take an online course in the scientific style of the Russian language from the elementary level to B1. The objective of this study was twofold: first, we attempted to examine how the students’ attitude towards Russian as a foreign language, motivational sphere, and performance change as they take the course; next, we examined the level of satisfaction of foreigners with such courses in two years - in 2018, during the pre-pandemic period, and in 2021, when the COVID-19 pandemic had a clear impact on the extensive use of distance learning. For this purpose, we used modified questionnaires by \textcite{orlov_kolmogorov_2014}, and created a questionnaire all foreign students were asked to answer upon completing the courses. The study showed that foreign students of the biomedical profile who study at preparatory faculties on the proposed courses in 2018 and 2021 exhibited significant differences in the motivational sphere, the nature of their attitude towards the applied online courses. These findings allow us to conclude that the applied online courses are a valid supplemental form of training that can be used during any situation that causes in-person instruction to be impractical and can be used as material for independent work within the traditional classroom teaching system.
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Belkina, O. V., and S. M. Kolova. "CHALLENGES OF ARAB STUDENTS LEARNING IN RUSSIAN EDUCATIONAL ENVIRONMENT." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 1 (2022): 88–98. http://dx.doi.org/10.14529/ped220109.
Full textAbstract:
Recent growth of international contacts, expanding globalization in all spheres of life and education, constant increasing number of students from different countries (Arab), the necessity to promote cross-cultural understanding conditions for better adaptation in Russian educational environment make the study relevant. The research aims to identify major socio-cultural, psychological, educational, and language challenges, which Arab students might encounter in Russian tertiary educational environment. The study was conducted among 12 international MA (Philology) students. It employed Hofstede's cultural dimensions’ theory as the leading theoretical framework via qualitative research with the data obtained from the interviews, classroom observations, and a survey. The research examined pivotal issues related to the differences and certain peculiarities of language learning in Iraq as compared to Russia. The gained experience and the data obtained during the three-year study have shown that Iraqi students lack critical thinking skills and analytical abilities due to the dominant deductive approach in language teaching in the home country. The research helped to classify major challenges with regard to expectations and requirements of the Arab students who study in Russian national research university (SUSU).
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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.