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Academic literature on the topic 'Teaching of Russian as foreign language'

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Published: 9 March 2023
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Journal articles on the topic "Teaching of Russian as foreign language"

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Kamyshanova, Liliya Viacheslavovna. "FEATURES OF RUSSIAN LANGUAGE TEACHING." Globus: human sciences 8, no. 4(69) (October 4, 2022): 60–62. http://dx.doi.org/10.52013/2658-5197-69-4-14.

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Currently, teaching foreign languages is a mandatory part of the school curriculum in many countries. In order to study a foreign language effectively and get results, it is necessary to understand the basics of teaching a foreign language, highlight the points that are worth paying attention to, and form a teaching methodology. This article examines the main factors that affect the process of learning a foreign language, and draws conclusions about the degree of their influence.
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Tsurtsilina, Natalya Nikolayevna. "RUSSIAN LANGUAGE TEACHING AS A FOREIGN LANGUAGE." Neophilology, no. 16 (2018): 32–38. http://dx.doi.org/10.20310/2587-6953-2018-4-16-32-38.

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We advise to use authentic materials in Russian language teaching as a foreign language. We focus on the textual approach. We give recommendations for methodical selection and literary and poetic text organization to form a foreign language communicative competence. We consider the specificity of communication in a foreign language teaching. The understanding and producing speech in a foreign language is also important. The teacher should have the means to analyze not only the authentic artistic/poetic texts he/she introduces into the teaching but also the texts produced by the students themselves in order to advise, support, assist and consult. The teacher’s aim is firstly to ensure that students are familiar with the maximum number of different texts samples in a foreign language, and then to help them to structure these data, to organize their presentation, and learn the data, to offer different activities using various linguistic and cognitive operations, finally to evaluate and to create conditions for self-assessment of their own communicative competence.
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Башлуева and Natalya Bashlueva. "The velaue of intercultural communication in foreign language teaching." Applied psychology and pedagogy 1, no. 3 (November 30, 2016): 7. http://dx.doi.org/10.12737/21847.

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The article examines the close relationship of Russia´s national languages and intercultural communication, the possibility of introducing modern teaching technologies in the process of accelerating the adaptation period and the improvement of the Russian language in order to prepare future professionals and optimize the learning process. Teaching Russian as a foreign language - is learning not only and not so much phonetic, lexical and grammatical component and mastering the practice of intercultural communication, because every word reflects their world, thinking, tradition, customs and culture. In order to improve the Russian language, the need for real communication environment, immersion, contact with life, the active use of language in natural situations in communication.
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Zhukovska, A. "Teaching expats Russian as a foreign language." Pedagogy and Psychology of Education, no. 4, 2019 (2019): 64–71. http://dx.doi.org/10.31862/2500-297x-2019-4-64-71.

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This article focused on the challenges of teaching the Russian language as a foreign language at elementary level on individual basis with expatriates-employees of foreign corporations working in Russia. The article discusses in detail the characteristics of this student category and analyzes the differences between the individual classes of the teacher of Russian as a foreign language with expatriate students, from working with students in a group. Meanwhile, there has been an attempt to substantiate a new approach to teaching this group of students, which by many criteria it should differ significantly from the traditional approach to teaching Russian as a foreign language, presented in modern textbooks for foreigners. Considering the information findings, teachers have to create their own teaching materials that cannot replace a professionally created textbook. Undoubtedly, this complicates the work of the teacher, slows down the learning process, and does not stimulate the students to work on classes.
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Ševečková, Monika. "Creativity in foreign language teaching." Journal of Education Culture and Society 7, no. 2 (September 10, 2016): 180–88. http://dx.doi.org/10.15503/jecs20162.180.188.

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Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc.) in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.). As well as increasing their ability in the target foreign language students also acquire factual information (realia) through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.
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Borisovna Karpenko, Liudmila. "Actual Tasks of Teaching Russian as a Foreign Language." Studies in Educational Management 13 (December 2022): 1–14. http://dx.doi.org/10.32038/sem.2023.13.01.

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The article is devoted to the analysis of current tasks of modern linguodidactics in the sphere of teaching Russian as a foreign language (RaFL). As the main directions of its further improvement the author indicates effective systematization of speech material, adjustment of the linguistic component of training courses and coordination of educational resources, as well as enrichment of the content of the training base. Speech skills are an important component of the content of teaching Russian as a foreign language. In the process of mastering Russian, it is difficult for foreigners to differentiate speech patterns in accordance with different communication situations. Therefore, a condition of effective learning is the systematization of functionally authentic speech material, in other words the creation of a communicative fund. The author offers an effective method of speech means systematization which fully corresponds to the objectives of language teaching practice and is based on the consecutive description of communicative-pragmatic complexes. Communicative-pragmatic complex is understood as a block, combining speech acts similar in function with the corresponding intentions, communicative situations and speech models. When describing consistently systematically, the complex covers all basic stereotypical situations, in which a typical intention in speech practice is realized. As a rule, the communicative-pragmatic complex combines three or four typical communicative situations, reflecting the real communication in Russian. The article also emphasizes the need for a stricter alignment of lexical minimums with the norms of the corresponding levels of Russian language proficiency, the need to include more interesting texts about modern Russia, to show the attractive features of modern Russians - interest in education, sports, travel, healthy lifestyles, outdoor recreation, festivals of student songs, bard songs, etc.
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Patrusheva, L. S. "CHATBOT TECHNOLOGY IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT A BASIC LEVEL: FROM DEVELOPMENT EXPIERENCE." Bulletin of Udmurt University. Series History and Philology 32, no. 4 (August 26, 2022): 848–53. http://dx.doi.org/10.35634/2412-9534-2022-32-4-848-853.

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The article is concerned with study of chatbots in the practice of teaching Russian as a foreign language. The practice of chatbots for teaching Russian as a foreign language is a new element in the development of linguodidactics. Researchers agree that chatbots will become an indispensable partner in learning foreign languages. In the field of teaching Russian as a foreign language, chatbots are just beginning to be created. Teachers make first attempts to introduce them into the educational process. Since teaching Russian as a foreign language today is generally aimed at developing communicative skills, it seems possible to introduce chatbot technologies into the teaching process. Сhatbots can help to drill speech patterns, conversation skills in social networks, to help overcome the psychological barrier in the communication in Russian. The article presents a series of chatbots "S chatbotom po doroge" which gives conversation practice for elementary language level students. Chatbots compliment a textbook of Russian as a foreign language "Doroga v Rossiyu".
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Gazizova, Alfia, Nailya Mingazova, and Vitaly Subich. "Teaching a Second Foreign Language in the Russian School." SHS Web of Conferences 48 (2018): 01001. http://dx.doi.org/10.1051/shsconf/20184801001.

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Development of international cooperation which led to the inclusion of the second foreign language into the compulsory discipline list, according to the Federal Standards of Basic Education of the Russian Federation, raises the questions of radical changes, directions and conditions of teaching foreign languages which influence the formation of multilingual personality. The paper is aimed at looking into the peculiarities and problems of teaching a second foreign language in the Russian school in terms of goal-setting and the organization of educational process. The study is based on the experience of 22 schools in the Republic of Tatarstan, having been realized through investigating academic papers, official documents, contemplation of the educational process, etc. The results of the study reflect the organizational and methodological issues of foreign language teaching in the Republic (starting time of studying, duration of learning a foreign language, teaching staff, means of teaching, methodological basis, etc.) as well as the demand for learning European and oriental languages. The authors point out the relevance of better conditions for teaching a second foreign language (creating of organizational models, definition of the course length, etc.) and defining the objectives, connected with the contents of the academic discipline, efficiency of teaching a foreign language and the professional qualities of the teacher, his competence.
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Kokorin, S. A. "SYSTEM OF RUSSIAN INTONATION AS A TOOL TO TEACH RUSSIAN AS A FOREIGN LANGUAGE." Современная высшая школа инновационный аспект, no. 2 (2022): 128–33. http://dx.doi.org/10.7442/2071-9620-2022-14-2-128-133.

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Teacher’s experiences of working with foreign students at the initial stage of teaching phonetics of Russian as a foreign language, particularly intonation, are discussed. Besides, characteristics of pronouncing different constructions in view of communication aim by speakers of other languages are presented. Results of a pedagogical experiment of teaching Russian as a foreign language through intonation as a means to realize speech intention are given.
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Dyakova, Tatyana A., and Ludmila E. Khvorova. "Online lesson of Russian as a foreign language in the context of pedagogical activity digital transformation." Russian Language Studies 18, no. 2 (December 15, 2020): 209–19. http://dx.doi.org/10.22363/2618-8163-2020-18-2-209-219.

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The article describes one of the organizational forms of modern digital educational process - an online lesson. The aim of the study is to disclose the concept of online lesson as a linguodidactic definition of modern digital educational environment, to determine its main features and methodological possibilities for its implementing in teaching Russian as a foreign language. The methodological basis of the article comprises scientific publications on electronic linguodidactics, integration of digital technologies in the methodology of teaching Russian as a foreign language, development of methodological capabilities of electronic linguodidactics in teaching Russian as a foreign language, the content and tools of online, offline and applied educational electronic resources used in online teaching Russian as a foreign language. Based on the distinction between the concepts of distance learning and online learning, the authors identify their characteristic features and outlined an online lesson as an independent linguodidactic definition of innovative language education, the purpose of which is to achieve a completed but partial learning goal, implemented in real time with uninterruptable access to the Internet using electronic learning tools and active forms of interaction between students and trainees. This concept has not been sufficiently and completely described in modern methodological science in the aspect of teaching foreign languages, in particular, Russian as a foreign language, which determines the novelty of the study. The practical significance of the study lies in defining modern electronic teaching aids that can be applied in online teaching of Russian as a foreign language, classifying electronic teaching aids in Russian as a foreign language based on an aspect-integrated approach, as well as analyzing the position of methodological value of platforms providing online lessons in the system of teaching Russian as a foreign language.
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Dissertations / Theses on the topic "Teaching of Russian as foreign language"

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Romanov, Yu, T. A. Snegurova, and V. Yu Paramonova. "Distance course "Debut" for teaching and learning Russian as a foreign language." Thesis, Харківський національний університет будівництва та архітектури, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33700.

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Markina, Elena. "Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666176.

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The present study explores the impact that task-supported language teaching (TSLT) and task- based language teaching (TBLT) have on the acquisition of case forms and verbs of motion in Russian and on learners’ written and oral production. From a methodological point of view, the study follows a pre-test – immediate post-test – delayed post-test design. Data have been obtained from first and second year students of the University of Barcelona (n=54) with a low level of proficiency in Russian. Each learner was assigned to a task-supported (TS) or task-based (TB) group and received 14 hours of corresponding treatment. The TSLT treatment for the first year students focused on the use of prepositions and case forms, and the treatment for the second year students involved the Russian verbs of motion with and without prefixes. For the TBLT treatment, the acquisition of the same linguistic items was analysed. These items were present in the tasks designed for the experiment. Data were obtained by means of three grammar tests (fill in the blanks, multiple choice and grammaticality judgment tests), a written task which required learners to write a letter / an email to a friend and two oral tasks (room description and map task). Measures include the target-like use of prepositions, case forms and verbs of motion in the grammar tests and in oral and written production, the number of errors per words for general accuracy, the number of clauses per T-unit and the mean length of clause for syntactic complexity, Guiraud’s Index of lexical richness for lexical complexity, and speech rate for oral fluency. Statistical tests related to the use of prepositions and case forms show that both approaches provided positive results in the immediate post-test, however, neither task-supported nor task-based treatment led to a significant improvement in the long-term perspective. On the other hand, participants in both groups demonstrated a significant improvement in the target-like use of verbs of motion produced in their oral and written performance and used in their grammar tests. In written production, learners’ syntactic complexity measured by means of clauses per T- unit and lexical complexity significantly increased after the treatment, whereas phrasal complexity (mean length of clause) did not change over time. Written accuracy significantly improved in both groups immediately after the treatment. However, learners in the TB group maintained this improvement three months after the treatment, whereas the accuracy of learners in the TS group decreased to the level they had before the treatment. In oral production, learners in both groups significantly improved their general accuracy in the performance of the map task. Lexical complexity and fluency improved in both oral tasks. As for syntactic complexity, no changes were found in any of the tasks. The comparison of the effects that the two types of treatment have had on different aspects of learners’ production reveals that participants in the TS and the TB groups have not significantly differed on accuracy, syntactic complexity and fluency of their oral and written performance. Task-supported and task-based treatments also had a similar effect on accuracy in the use of Russian prepositions and case forms. However, learners in the TB group have showed significantly better results than learners in the TS group as far as lexical complexity and the target-like use of verbs of motion are concerned.
El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de TSLT (Task-supported language teaching) y TBLT (Task-based language teaching). El objeto de análisis es la adquisición de los casos y de los verbos de movimiento en la producción oral y escrita en los parámetros de la complejidad, corrección y fluidez. El estudio experimental sigue el diseño de pre-test ‒ post-test inmediato ‒ post-test diferido. Los datos han sido obtenidos a partir del trabajo con estudiantes de primer y segundo curso de la Universidad de Barcelona (n=54) con un nivel elemental de competencia en lengua rusa. Dos grupos de estudiantes han trabajado con la metodología TSLT y otros dos con TBLT. Cada uno de los 4 grupos ha recibido 14 horas de formación. Los datos analizados se han obtenido a partir de tests gramaticales (espacios en blanco, selección múltiple y tests de gramaticalidad), una tarea escrita consistente en escribir una carta a un amigo, y dos tareas orales (la descripción de una habitación y una Map task). El análisis estadístico de la adquisición de las preposiciones y las formas declinadas muestra que tanto con TSLT como TBLT se consiguen resultados satisfactorios en el post-test inmediato, pero no en el post-test diferido. En cambio, independientemente del tipo de instrucción, los participantes sí han demostrado progresos significativos en su competencia de los verbos de movimiento. En la producción escrita, la complejidad sintáctica medida en proposiciones por T-unit y la complejidad léxica aumentan significativamente después de la instrucción. La corrección mejora significativamente en ambos grupos en el post-test inmediato y en el post-test diferido del grupo TBLT. En la producción oral, los estudiantes de ambos grupos mejoran su corrección en la tarea Map task, la complejidad léxica y fluidez en ambas tareas orales, pero no consiguen progresos significativos en lo que respecta a la complejidad sintáctica en ninguna de las dos tareas. La comparación de los dos tipos de instrucción muestra que los estudiantes de los grupos TBLT consiguen mejores resultados que los de TSLT en lo que se refiere a complejidad léxica y verbos de movimiento.
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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.

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Syromlya, N. "Lingvoimagology as a modern trend of the Russian language studies in the process of teaching foreign students." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10582.

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Голованенко, Євгенія Олександрівна, Евгения Александровна Голованенко, Yevheniia Oleksandrivna Holovanenko, Наталія Львівна Дунь, Наталия Львовна Дунь, Nataliia Lvivna Dun, Наталія Олександрівна Ворона, Наталия Александровна Ворона, and Nataliia Oleksandrivna Vorona. "Инновации в преподавании грамматического аспекта русского языка как иностранного." Thesis, Сумский государственный университет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/38092.

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Грамматические темы «Активные и пассивные конструкции», «Причастия» и «Деепричастия» изучаются студентами-иностранцами в курсе русского языка как иностранного на подготовительном отделении и на продвинутом этапе. Эти темы достаточно сложны как для понимания, так и для практического использования, поэтому требуют комплексного подхода в изучении, достаточной и теоретической, и практической подготовки. Опыт работы с иностранцами убедил наших преподавателей в том, что после ПО многие студенты-иностранцы имеют отрывочные и разрозненные знания по данной тематике.
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PARACCHINI, LAILA. "Frazeologičeskie sočetanija s semantikoj čuvstv i emocij v russkom i ital’janskom jazykach." Doctoral thesis, Università degli Studi di Milano, 2008. http://hdl.handle.net/2434/735302.

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The main purpose of the PhD studies was to analyse the problem of the “not free combinability” between the words of the Russian language, in comparison with the Italian language, paying particular attention to the fixed structures connected with the semantic field of feeling and emotions. The choice to study the “not free combinability” between lexemes, (i.e. to analyse the regular fixed uses between two or more words, usually one next to the other, so that choosing the word “A” to express something, the choice of the word “B” to be combined with “A” is lexically fixed), was due to the interest in studying the rules of Russian language, which influence the fixed combination of words. Moreover, the interest in creating a structured teaching process to present such materials to Italian native speakers played an important role too. The need to analyse the matter not only from a linguistic point of view, but also considering the problem connected to the teaching of languages, was due to the importance of a correct use of such structures, as it guarantees a correct written and oral production and more precision in the translation process. Studying the fixed combinations, first, we tried to define their syntactic and semantic nature and, secondly, to conduct a depth analysis of real linguistic material in order to classify it, searching the common principles, on which base some types of substantives and some types of verbs join permanently to each other. Considering the above explanation, in the first chapter of the dissertation we analysed different linguistic theories that, according to many specialists, allow better to understand the characteristics of those syntactic-lexical structures that cannot be considered idioms, but not even free combinations of words. From this point of view, it was very important studying the works of various linguists such as A.A. Potebnja, F.F. Fortunatov, A.A. Šakhmatov, Ch. Bally, V.V. Vinogradov, N.M. Šanskij e A.I. Molotkov, just to list some names. This analysis enabled us to understand how the material we are interested in has been studied in the history of the Russian linguistic, and it gave us also the possibility to identify why the analysed structures are included in the linguistic science and, more precisely, in phraseology. Particularly important was the study of V.V. Vinogradov’s work. Moving from the Bally’s idea, who considered the structures we are interested in as fixed verbal combinations, used as periphrasis of verbs (prinimat’ rešenije – rešit’ / to make a decision – to decide), he outlined three possible meanings in the connections between the words of a language (prjamoj nominativnoe značenije, frazeologičeski svjazannoe značenije e sintaksičeski obuslovennoe značenije – nominal direct meaning, meaning connected to the phraseology and syntactically bound meaning). Then, on this base, he classified the phraseological structures (frazeologičeskije sraščenija, frazeologičeskije jedinstva e frazeologičeskije sočetanija – phraseological links, phraseological units and phraseological combinations), including the combinations that we are studying in the frazeologičeskije sočetanija (phraseological combinations). Moreover, in the doctoral work we analysed the link between semantic and syntax, on which the phraseological combinations are based. From this point of view, some principles of the G.A. Zolotova’s communicative grammar were very important. Particularly significant was the classification of Russian verbs provided in her study. The G.A. Zolotova’s analysis allowed better to understand the nature of the verb as semantic and structural unit of fixed combinations: in the frazeologičeskije sočetanija (phraseological combinations) to the noun binds almost always a particular type of verbs called, in the communicative grammar, kompensatory (compensators). These verbs, usually binding to an abstract substantive (for example čuvstvovat’ bespokojstvo – to feel concern), increase the semantic meaning of the fixed combination expressed by this substantive and allow to determine the syntactic links, through which the same fixed combination takes place in the entire phrase. The collected linguistic material has been analyzed, firstly, from semantic and structural points of view, and, secondly, it was studied focusing its stylistic characteristics. In fact we underlined how, very often, the choice of the fixed combinations that must be used depends also from the linguistic style of the produced text. Considering the above reflections, the decision to analyze the phraseological combinations related to the sphere of feelings and emotions was not accidental: our study has shown that such structures can be found in different types of languages (literary, journalistic, official, of everyday life etc.) and for this reason it was possible to extend the work taking into account different linguistic styles. For this purpose, we created a linguistic corpus containing a high number of examples of phraseological combinations referred to the semantic field of feeling and emotions. The linguistic material collected in the corpus was divided, firstly, on the basis of the “expressed feeling” (anxiety, hope, happiness, gratitude, curiosity etc.) and, secondly, considering its linguistic style (everyday language, literary language, public language, language of economy and business, journalistic language). In this way, starting from the basis of communicative linguistic, it was possible to conduct the present analysis on real linguistic material, studied inside its context of use. The created linguistic corpus was used as basis for the work carried out in the second chapter, i.e. for the construction of a classification model for the phraseological combinations, object of the dissertation. As underlined, these structures have been studied not only according to the different linguistic styles, but also considering the syntactic and linguistic connections between the words, that compose the phraseological combinations and also between such combinations and the rest of the text in which they are included. We identified four possible syntactic-lexical relations on which basis the substantives that express feelings and emotions join with different verbs. Within these four reports, we studied the types of verbs that join with the various substantives considering the syntactic-lexical relations expressed by the sentence. Thanks to this study it was possible to show that, although there are some exceptions, according to the syntactic-lexical relation that must be expressed, there are some verbs that in a big percentage join in fixed combinations with the most of the substantives of the same semantic field, or with most of those which have similar semantic characteristics. Stylistically and syntactically, we studied how, taking into account the style of the text that we have to produce, it is possible to use the upper mentioned forms, or to substitute them with different structures, which, however, maintain the same semantic value. This part of the analysis showed that the fixed phraseological combinations are stylistically marked structures used, usually, in the literature, in official documents, in journalism. In everyday colloquial language, on the opposite, personal forms, passive participial forms and impersonal predicative forms of the verbs replace such structures. For example, in colloquial language, instead of fixed phraseological combinations as “emu okhvatylo bespokojstvo” (the concern assailed him), prevail forms as “on bespokoitsja” (he is worried), “emu strašno” (he is scared) etc.. For some substantives, then, the choice to substitute the fixed phraseological combination with the correspondent verbal form, or, in some cases, with the passive participial form, depends by the meaning that must be transmitted. For example, the form “on čuvstvuet ljubov’” (he feels love), can be replaced by the expression “on ljubit” (he loves) and by “on vljublen” (he falled in love), but considering that, from a semantic point of view, the forms “on ljubit” (he loves) and “on vljublen” (he falled in love) have different meanings. In the final part of the second chapter, after the linguistic analysis of the collected material, we proposed the hypothesis that these structures can be studied also considering the theory of the so called “kartina mira” (i.e. how the speaker’s conception of the surrounding reality is reflected in the linguistic expressions of a certain people). This hypothesis is based on the idea that in the studied constructions the substantives receive a metaphoric meaning that allow them to join with a specific verb. Both works (the lexical-syntactic analysis and the analysis of the collected expressions from the metaphorical point of view) have been conducted in a contrastive perspective with Italian language. The aim of such decision was constantly to underline the links and the differences between the two languages with reference to the construction and to the use of fixed phraseological combinations. As already mentioned, the linguistic analysis was complemented by a proposal of practical use of phraseological combinations in the teaching of Russian language to the Italian native speakers. This part of analysis was treated in the third chapter of the dissertation. This proposal has taken into account the fundamental principles of foreign language teaching and considered the big literature that describes the particularity in teaching of phraseology, of lexicology and of syntax. After the analysis of existing materials about the teaching of fixed phraseological combinations in Russian as foreign language, and after studying the approaches to the matter in the most common manuals, we defined the linguistic activities related to the choice of material. We considered the meaning of the fixed phraseological combinations, the syntactic possibilities to replace them with other linguistic structures on the base of the used linguistic register, the frequency with which the various fixed structures are used in the different type of texts, the presence, or the absence, of similar structures in Italian language. After choosing the linguistic material, considering the above listed principles, we defined the teaching methodological bases, i.e. how to present the material and how to fix the time for exercises and for control of the skills. As explained, these choices were made considering the teaching of Russian language not to foreigners in general, but in particular to Italian native speakers. The result of the analysis carried out in the third chapter was a concrete proposal of didactic materials, organized for a course of ten lessons, in order to teach the main and most frequent fixed phraseological combinations that must be not only recognized, but also active used in the autonomous production. The material for these ten lessons has been completely organized within the temporal limits of an academic lecture and is followed by other material that presents also the less frequent combinations. The two blocks of teaching material have been distinguished, in order to choose when use only one of them and when use both, depending by the available time for the course. In this way, in the presented work we linked the linguistic theory, the linguistic analysis applied to the created corpus and the fundamental didactic principles, in order to provide the theoretic base for the study of frazeologičeskije sočetanija (phraseological combinations), and also to formulate an hypothesis for practical study of the analyzed structures in a course of Russian language.
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Apukhtina, Maria. "L'influence des didacticiens russes sur la formation des professeurs de français et sur l'enseignement du français en russie." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2016/document.

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La thèse aborde la question de la spécificité de la didactique des langues, et plus précisément du français, en Russie. Les différences linguistiques importantes entre le russe et le français, une des langues étrangères les plus populaires en Russie, ont amené les didacticiens russes à proposer des pistes méthodologiques plus ou moins différentes de celles communément en cours en occident. La première partie propose une étude diachronique des divers courants méthodologiques qui ont jalonné l’histoire de l’enseignement des langues étrangères en Russie. La deuxième partie étudie en quoi ces courants spécifiques y irriguent actuellement l’enseignement du français. La troisième partie contient l’analyse de l’influence des idées théoriques sur le système moderne d’enseignement des langues étrangères en Russie
The following doctoral thesis contains information about foreign language didactics specified in the French language teaching in Russia. Inspite of some major linguistic distinctions, French has always been one of the most popular languages among Russian people. This fact resulted in wide methodological procedures difference from the European educational system. The first part of the thesis provides a diachronic research on various methodologic streams, which gave a new direction for foreign languages teaching in Russia. The second part shows the current situation in teaching French for Russians. The third part is dedicated for analysis of theoretical ideas influencing on present day educational system of foreign languages
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Дунь, Наталія Львівна, Наталия Львовна Дунь, Nataliia Lvivna Dun, and Ибрахим Сильвана. "Влияние фонетической системы родного языка при обучении произношению арабоговорящих студентов." Thesis, Сумский государственный университет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/47358.

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При обучении иностранных студентов русскому произношению любое фонетическое явление, подлежащее практическому усвоению, должно быть рассмотрено в двух планах: со стороны системы, к которой оно принадлежит, и со стороны фонетической системы родного языка, в данном случае арабского.
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Дегтярьова, Тетяна Олегівна, Татьяна Олеговна Дегтярева, Tetiana Olehivna Dehtiarova, and И. Мохаммад. "Значение внимания в процессе обучения русскому как иностранному." Thesis, Сумский государственный университет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65063.

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Цель обучения русскому как иностранному включает в себя коммуникативную и образовательную задачи. Коммуникативный принцип, который является ведущим на современном этапе, призван формировать у студентов-иностранцев языковые и речевые умения и навыки. Это дает возможность использовать изучаемый язык во всех видах речевой деятельности.
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Filip, Martin. "Problematika rusko-českého mezijazykového transferu v rámci výuky českého odborného ekonomického jazyka na Vysoké škole ekonomické v Praze." Doctoral thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-201122.

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An essential part of the prerequisite for studying of students and employment process of graduates of UEO is the knowledge of professional economic language. The aim of this dissertation is to contribute to the quality and efficiency of teaching the professional Czech language for foreign students in the University of Economics with a focus on Russian-speaking students. Based on theoretical studies the confirmation of dissertation hypothesis and the achievement of work objects describe and give reasons how and how much the Russian language affects the morphology and lexical linguistic aspects in the case of Russian-speaking students during the process of learning the professional Czech language. The research part of the work with the help of the questionnaire responses analysis confirms the fact that the interlanguage influence in the case of Czech professional language is very strong and is greatly manifested in both positive and negative ways. It was proved that important factors in education are: the origin of foreign students, their level of knowledge of Russian language and teachers' level of Russian language knowledge. The research part is followed by didactic recommendations and proposals of specific methodological procedures and exercises for the most consistent limiting of the negative effects of the Russian language while learning the Czech professional language at the University of Economics in Prague.
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Books on the topic "Teaching of Russian as foreign language"

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James, Davie, Landsman Neil, and Silvester Lindsay, eds. Russian language teaching methodology and course design. Nottingham: Astra, 1999.

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Szczepanska, Kathryn. Russian: A self-teaching guide. Hoboken, N.J: Wiley, 2005.

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Bloomington Public Schools (Minn.), ed. Foreign language: Composite French, German, Latin, Russian, Spanish. Bloomington, Minn: The Schools, 1988.

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Nuss, Svetlana V., and Wendy Whitehead Martelle. Task-Based Instruction for Teaching Russian as a Foreign Language. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346.

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Association, Research and Education, ed. Russian. Piscataway, N.J: Research & Education Association, 2002.

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Kallisratidis, Evgeniya, Svetlana Korostova, Igor' Nefedov, Andrey Panteleev, Anna Tretyakova, and Olga Frolova. M-learning in project activities when teaching Russian as a foreign language. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02051-7.

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The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.
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Marita, Nummikoski, ed. News from Russia: Language, life, and the Russian media. New Haven [Conn.]: Yale University Press, 2005.

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Wade, Terence Leslie Brian. Using Russian vocabulary. New York: Cambridge University Press, 2009.

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Wade, Terence Leslie Brian. Using Russian vocabulary. Cambridge, UK: Cambridge University Press, 2009.

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Wade, Terence Leslie Brian. Using Russian vocabulary. New York: Cambridge University Press, 2009.

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Book chapters on the topic "Teaching of Russian as foreign language"

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Henriques, Anna Smirnova, Nadezhda Dubinina, Yulia Mikheeva, and Volha Yermalayeva Franco. "Teaching Russian in Brazil." In Task-Based Instruction for Teaching Russian as a Foreign Language, 98–120. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-7.

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Kogan, Vita V., and Maria Bondarenko. "Russian and Russia through tasks for beginners." In Task-Based Instruction for Teaching Russian as a Foreign Language, 77–97. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-6.

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Nikolenko, Olga, Elena Shapovalova, and Victoria Pankova. "Style Correlation in Teaching Russian as a Foreign Language." In XV International Scientific Conference “INTERAGROMASH 2022”, 619–26. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21432-5_65.

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Martelle, Wendy Whitehead, and Svetlana V. Nuss. "TBLT in Russian classrooms." In Task-Based Instruction for Teaching Russian as a Foreign Language, 206–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-13.

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Nuss, Svetlana V., and Wendy Whitehead Martelle. "Task-based instruction for teaching Russian as a foreign language." In Task-Based Instruction for Teaching Russian as a Foreign Language, 1–14. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-1.

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Nuss, Svetlana V. "Morphology acquisition research meets instruction of L2 Russian." In Task-Based Instruction for Teaching Russian as a Foreign Language, 15–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-2.

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

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Zheltoukhova, Snezhana. "Developing global competence in an advanced Russian course." In Task-Based Instruction for Teaching Russian as a Foreign Language, 190–205. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-12.

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Vereshchagina, E. A., T. A. Zhukova, and E. A. Kolomova. "Web Quest as Efficient Edutainment Technology in Teaching Russian as Foreign Language." In Proceeding of the International Science and Technology Conference "FarEastСon 2020", 367–76. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0953-4_37.

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Pastushenkov, Dmitrii. "Task-based peer interaction in Russian as a second/foreign language classes." In Task-Based Instruction for Teaching Russian as a Foreign Language, 152–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-10.

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Conference papers on the topic "Teaching of Russian as foreign language"

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Iermachkova, Olga, and Katarína Chválová. "LANGUAGE GAMES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-3.

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The paper is devoted to the language game in teaching Russian as a foreign language. The research aims to examine the phenomenon of the language game in journalistic text and show its effective implementation in the study processes. Language games are considered at different language levels (word-formation, graphics, paremiology and etc.). The article analyzes the definitions of the examined phenomenon and its main functions in journalistic text.
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Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.

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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning
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Mukhina, Natalya Nikolaevna. "TEACHING RUSSIAN TO FOREIGN STUDENTS USING CURRENT BORROWED VOCABULARY." In VIII Международная научно-практическая конференция "Научные исследования и инновации". KDU, Moscow, 2021. http://dx.doi.org/10.31453/kdu.ru.978-5-7913-1191-7-2021-160-165.

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The article is devoted to the consideration of difficult issues of teaching aspects of the Russian language to foreign students. It is emphasized that the most difficult for foreigners is polysemantic vocabulary. An introduction to the learning process is offered: analysis of words borrowed from the students ' native languages, and illustrations of the meanings acquired by these lexical units.
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Valova, Liudmila. "VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-9.

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Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).
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Glukhova, M. "Implementing contemporary Russian cinematography in teaching Russian as a foreign language." In XX International scientific and practical conference "Russian cultural space: language – mentality – understanding". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1427.rcs_xx-2019/89-93.

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Esaulova, Sofiia Igorevna. "Correlation of methods of teaching and other sciences in the process of teaching foreign languages." In All-Russian Scientific Conference with International Participation, chair Elena Georgievna Khitarova. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-104815.

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The article deals with the relationship between methods of teaching and its basic and related sciences. The article’s relevance is due to the fact that methods of teaching foreign languages are directly related to the development of the language itself and sciences studying the learning processes.
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Polozova, K. A. "USING COMICS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-59.

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Kapustina, O. N. "Professionally-oriented teaching of Russian as a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-04.

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Novospasskaya, Natalia, Elena Baryshnikova, and Olesya Lazareva. "POLYCODE TEXTS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2754.

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Зорина, Виктория Владимировна, and Аружан Амангельдыкызы Сармалаева. "ABOUT PARTICIPATION OF STUDENTS OF TRAINING COURSES FOR FOREIGN SPECIALISTS IN OLYMPIADS IN RUSSIAN." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/pb191.2021.46.65.006.

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Статья посвящена актуальной проблеме изучения иностранными обучающимися русского языка. Особое место в обучении русскому языку как иностранному занимает внеаудиторная работа, включающая олимпиады и конкурсы. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в студенческой Интернет-Олимпиаде СФУ по русскому языку. The article is devoted to the actual problem of studying the Russian language by foreign students. A special place in teaching Russian as a foreign language is occupied by extracurricular work, including Olympiads and competitions in Russian language teaching. The article presents the experience of participation of students of the training courses for foreign specialists of the SIBUIIA of the Ministry of Internal Affairs of Russia in the SFU student Internet Olympiad in the Russian language.
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Reports on the topic "Teaching of Russian as foreign language"

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GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

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This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Gerasimova, A. V., O. A. Gracheva, O. A. Zavadskaya, Yu V. Kuznetsova, P. G. Matukhin, E. V. Pevnitskaya, D. I. Tkachenko, and S. L. El'sgol'ts. Introduction to physics. Base of tests on Russian as a foreign language (scientific language of physics). Science and Innovation Center Publishing House, 2013. http://dx.doi.org/10.12731/ofernio.2013.19355.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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PODDUBSKAYA, O., V. DARJINA, and E. MAKSIMKINA. COMPARATIVE ANALYSIS OF SERVICES FOR CREATING AND CONDUCTING TEST CONTROL IN TEACHING A FOREIGN LANGUAGE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-3-21-29.

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The article is devoted to the analysis of the capabilities of available platforms for creating and conducting tests as a means of test control of foreign language training. The work provides answers to the questions of how platforms available in the public domain are suitable for tests creating, and which ones are the most convenient for the personal use of a teacher to organize testing.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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