Journal articles on the topic 'Teaching of Russian as foreign language'
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1
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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Sturikova, Marina. "Teaching Russian Language Grammar to Foreign Students." Social and cultural space of Russia and abroad: society, education, language, no. 4 (2015): 224–32. http://dx.doi.org/10.17853/2312-3281-2015-4-224-232.
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Tikhomirova, Nadezhda L. "Foreign highly qualified specialists as a particular contingent of students studying Russian as a foreign language." Professor’s Journal. Series: Russian and Literature: studying and teaching 1 (February 25, 2021): 30–34. http://dx.doi.org/10.18572/2687-0339-2021-1-30-34.
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The article is devoted to the description of foreign highly qualified specialists living and working in Russia and studying Russian language. This type of contingent is relatively new for the methodology of teaching Russian as a foreign language and has not been studied sufficiently yet. The article gives main characteristics of this group of people, their motives and goals in learning Russian, that were identified by questioning. The requests from this contingent of students (which are quite important for the methodology of teaching Russian as a foreign language) are simultaneously the fastest possible way of learning Russian within a limited range of topics, adaptation to the Russian linguocultural environment, and the development of a system focused on highly qualified specialists.
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Uvarova, Maria, Elena Provotorova, and Irina Rybakova. "Teaching Latin medical anatomy terminology in a multilingual group: main difficulties and ways of overcoming them." Педагогика и просвещение, no. 2 (February 2020): 41–50. http://dx.doi.org/10.7256/2454-0676.2020.2.32659.
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This article analyzes the methods of teaching Latin medical anatomical terminology in multilingual groups of students, where the language of teaching is Russian. The analysis is carried out on the example of multilingual groups of the Peoples' Friendship University of Russia (RUDN), peculiarity of which is joint training of foreign students and students with Russian as a native language. In such groups, it is difficult for the teacher to rely on the native language of the students (there are too many such languages) or on the language of teaching, which is poorly spoken by the foreign part of the group. The common languages spoken in multilingual groups of the Medical Institute of RUDN University are indicated. The main problematic aspects in the study of Latin terminology for both students speaking different foreign languages and for the teacher conducting lessons in a multilingual group are discussed; the methods of overcoming these problematic aspects are suggested. The relevance of this problematic is substantiated by the increasing number of multilingual groups in Russian universities, including those where the teaching language is Russian. Our methodological recommendations can be used by teachers for preparation of the program and for development of test materials for multilingual groups.
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Kuratchenko, Marina Anatolyevna, Svetlana Klimentievna Sevastyanova, and Lyudmila Olegovna Zimina. "Teaching russian as a foreign language in prc: historical and cultural, methodological aspects." Journal of Pedagogical Innovations, no. 2 (July 5, 2022): 37–46. http://dx.doi.org/10.15293/1812-9463.2202.05.
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Despite the long history of teaching Russian in China, a unified concept of teaching Russian as a foreign language (RFL) in China has not been developed. Methods based on the educational standards of China do not overcome cultural and linguistic barriers, do not have an objective linguistic and cultural potential. In addition, the features of the educational standard in the field of teaching Russian as a foreign language in the PRC determine the features of mastering the Russian language. The authors of the article believe that textbooks on Russian as a foreign language for the PRC should be developed jointly with Chinese colleagues for specific educational institutions, taking into account the peculiarities of the educational traditions of China and Russia, the needs of specific groups of students, and the existence of educational standards in the two countries. To identify topics, difficulties in studying Russian as a foreign language, gender, age and socio-cultural characteristics of students in the PRC, a draft questionnaire is proposed for both students and teachers. Conducted expert interviews with Russian and Chinese teachers of Russian as a foreign language made it possible to identify significant contradictions at the level of goals, objectives and teaching methods.
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Rakhmatovna, Ishanova Nargis. "Use Of Interactive Methods In Teaching Foreign Language (Russian) To Veterinary Students." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 611–13. http://dx.doi.org/10.37547/tajssei/volume02issue11-106.
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Focusing on interactive methods in foreign language teaching increases the effectiveness of teaching and broadens the student’s horizons along with language learning. This article provides students majoring in veterinary medicine with a comprehensive analysis of the innovative ideas of foreign language (Russian) language, analytical ideas on interactive methods on the example of foreign and national experience, and the authors of the existing problem.
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YUSUFU, Aiyisha. "COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 169–78. http://dx.doi.org/10.25146/1995-0861-2020-54-4-253.
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Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.
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Strelchuk, Elena N. "Prospects of Russian as a Foreign Language Online Learning in Russian Universities." Russian Language Studies 19, no. 1 (December 15, 2021): 102–15. http://dx.doi.org/10.22363/2618-8163-2021-19-1-102-115.
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The COVID-19 pandemic has made significant changes in the educational process in almost all countries of the world. The methods and approaches, techniques and technology that teachers used in offline learning, turned out to be ineffective. The issues related to online teaching of Russian as a foreign language have become particularly relevant, since many students had to leave Russia and study the language only online. The purpose of the study is to consider the prospects (immediate and long-term) of the Russian language online teaching to foreign students in Russian universities. The research materials are the results of a survey conducted among the 1st year master degree students, specialty 45.04.01 Russian as a Foreign Language of the Faculty of Philology of the RUDN University (Moscow), as well as the experience of the author, who teaches Russian to foreign students online on the TEIS (Telecommunication Educational and Informational System) and Microsoft Teams platforms. The study revealed the pros and cons of online learning of Russian as a foreign language, and showed the ways of improving its effectiveness in Russian universities. As a result of the conducted research, the immediate prospects are identified, which include the implementation of relevant components of pedagogical tools in Russian as a foreign language online learning: modern pedagogical technologies, the principles of individualization and differentiation, and the communicative approach. The long-term prospects concern teaching Russian to foreign students only in a mixed format. The formation of communicative competence, the lack of Russian-speaking environment, difficulties in organising control and developing students' writing skills are among the main problems that undermine the quality of teaching Russian as a foreign language online. It is concluded that in the future we should expect the implementation of a new approach in the world education system, since the pandemic will certainly affect the market of educational services all over the world.
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Markova, Elena M., and Roman Kvapil. "Teaching Russian in a closely-related Slovak environment." Russian Language Studies 19, no. 2 (December 15, 2021): 191–206. http://dx.doi.org/10.22363/2618-8163-2021-19-2-191-206.
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The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.
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AL-KAİSİ, Alisa, Alla Arkhangelskaya, Olga Rudenko-Morgun, and Elena Lopanova. "PEDAGOGICAL AGENTS IN TEACHING LANGUAGE: TYPES AND IMPLEMENTATION OPPORTUNITIES." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 28, 2019): 275–85. http://dx.doi.org/10.18768/ijaedu.593875.
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Researchers and educators traditionally consider pedagogical agents as animated talking “heads” embedded in the educational computer programs that help to deliver the multimedia content or engage students in the learning process. However, the authors of this research define the pedagogical agent as a character of any kind (video-, cartoon-character, or even a non-interactive book-character) that helps students to learn. The educational function is the crucial feature of any pedagogical agent, according to authors. Thus, in this article, they describe the different types of pedagogical agents they have created and used in teaching language, particularly Russian as a foreign language for the last 15 years of their work. Any teacher can quickly implement most of these pedagogical agents’ types in his/her lessons since they do not require the knowledge of programming and computer design. The pedagogical agents described by authors in this research have proven their efficiency during the experimental training in multinational and diverse level groups of international students who studied the Russian language at RUDN University (Moscow, Russia). Keywords: Teaching foreign languages, teaching Russian as a foreign language, teaching and learning tools, and pedagogical agents.
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Marchuk, Svetlana Vladimirovna. "«Russian world» concept in the course of foreign students’ sociocultural competence development." Samara Journal of Science 8, no. 1 (February 28, 2019): 277–81. http://dx.doi.org/10.17816/snv201981311.
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In this paper the author analyzes the Russian world concept which has become a stable term in Russia as well as around the world; the analysis of the concept is accompanied by teaching the Russian language to foreign students. The author describes how foreign students can use knowledge of the Russian world traditions during their stay in Russia while learning the Russian language. The author also explains why the concept of the Russian world should be written without quotation marks. Ideological postulates are being assessed critically. A new approach to the Russian world concept is offered taking into account historical and philosophical consequences. The author of the paper interprets the main sense of the concept for studying the Russian world traditions by foreign students who learn the Russian language. The aim of the paper is to develop sociocultural competence with the help of an adequate interpretation of the Russian world concept to foreign students who learn the Russian language. The author considers that a teacher (an instructor) is responsible for correctness and completeness of the information given to students. Hence teaching foreign students depends on teachers (instructors) ideology, knowledge and methods of teaching. According to the author it is especially important to study the offered subject at present.
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Karolczuk, Marzanna. "ROLA REFLEKSJI W PRZYGOTOWANIU UCZNIA DO KOMUNIKACJI MIĘDZYKULTUROWEJ NA LEKCJI JĘZYKA ROSYJSKIEGO." Neofilolog 2, no. 42/2 (September 4, 2019): 215–26. http://dx.doi.org/10.14746/n.2014.42.2.7.
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This article attempts to identify measures for teaching and learning a foreign language with focus on the reflective and conscious approach. The objective is to develop appropriate attitudes on the part of learners towards Russia and Russians and thus to prepare them for intercultural communication during lessons of Russian as a second foreign language in school. During these lessons work on student attitudes requires the teacher to use multi-faceted techniques and forms of teaching. Among these, worth mentioning is the use of reflective visualization, comparison of cultures, and conscious emphasis of what is valuable and interesting in others. Techniques, which appeal to the emotions of students, and develop their empathy are used in the context of Russian as a second foreign language in school.
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Bets, Yuliya Vasiljevna. "Linguoecological parameters in teaching Russian as a foreign language." Филология: научные исследования, no. 4 (April 2021): 57–67. http://dx.doi.org/10.7256/2454-0749.2021.4.35426.
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This article is structured on the intersection of two paradigms, namely, two basic ideas – linguoecology and optimal teaching of Russian as a foreign language, which is dictated by the peculiarities of communicative and speech situation in Russia of the XXI century, a fundamental change in the category of normativity and expansion of the boundaries of usage, which actively includes all elements of the substandard. Thus, the development of lexical competence among foreign students becomes a pressing issue. The methodology of teaching Russian as a foreign language advances by deepening links with linguistics, at the current stage – with such important area of linguistic science as linguoecology. Over the past decade, linguistic ecology turned into an independent branch and clearly formulated its difference from cognate disciplines, such as rhetoric, stylistics, and speech culture. If the category of norm revolves around the concepts of “appropriate” / “inappropriate”, the ecology of language, or ecological linguistics, is concerned with the question of usefulness or harmfulness of a particular phenomenon for the language, its development and prosperity, in other words, its “eco-friendliness”. Considering the fact that this direction is a new direction in linguistics, and even its basic terminology is yet to be established: the terms ecological linguistics, language ecology, linguoecology, and ecolinguistics are used in a close sense. However, the sphere of interests of the new direction is clearly outlines: on the global scale, this is the problem of endangered languages and cultures of indigenous small-numbered peoples, and within the framework of a living functioning language, these processes are destructive specifically for it.
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Kozhevnikova, Maria N., Elizaveta A. Khamraeva, and Victoria V. Kytina. "Online-trip to Russia: creating a virtual sociocultural environment for teaching Russian as a foreign language." Russian Language Studies 20, no. 3 (September 30, 2022): 377–92. http://dx.doi.org/10.22363/2618-8163-2022-20-3-377-392.
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The necessity to develop new methods and measures in teaching Russian as a foreign language is caused not only by the growth of distant educational technologies, but also by new cognitive style generation formed in the circumstances of changing the natural surrounding into the virtual (the cyberworld) one. The lack of methodic instruments for compensating the language and sociocultural environment in distant teaching of Russian as a foreign language interferes the forming of students’ communicative skills. The aim of the research is therefore to develop and realize the sociocultural surrounding model for the foreigners learning Russian in conditions of restricted natural surroundings. The material of the research contained the digital culture and country study content created in line with culturological approach in pedagogy and linguistics and in accordance with distant Russian language teaching experience. The research was held with the help of theoretical (analysis, comparison, extrapolation), diagnostic (pedagogical observation, expert value, oral survey) and reconfiguring (pedagogical modelling, integration of the research results into the learning process) methods. The results of the research consist in working out the didactic and methodic demands for modelling a virtual sociocultural surrounding; creating on this base an interactive calendar “Trip to Russia” that corresponds with the cognitive type of the “digital” generation and allows to perform the functions of the sociocultural surrounding in distant learning of Russian as a foreign language: it promotes the development of sociocultural competence, positive attitude to Russia and Russians, increases motivation for learning Russian. In conclusion the authors present the opportunities of the virtual sociocultural surrounding to use it efficiently in studying Russian as a foreign language.
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Usmanovna, Sirajitdinova Nargiza, Xolmatova Shahida Tafikovna, Zaitova Ozoda Yusupovna, and Babaeva Lyudmila Leonidovna. "General Didactic And Pedagogical Foundations Of Teaching Russian As A Foreign Language." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 597–600. http://dx.doi.org/10.37547/tajssei/volume03issue03-96.
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The paper will help improve the level of teaching Russian as a foreign language and the successful mastery of this subject (and the language itself) by students. Although it is addressed primarily to future teachers, it can be useful for teachers of the Russian language, graduate students, trainees, as well as anyone interested in methodology as a science.
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Ołtuszyk, A. B. "Changing a Language Person in Learning a Foreign Language." Язык и текст 6, no. 4 (2019): 58–62. http://dx.doi.org/10.17759/langt.2019060408.
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The article is devoted to the actual problem of the formation of a secondary linguistic personality when teaching a foreign language, including Russian as a foreign language. In it, the author summarizes the results of a survey conducted among students of higher educational institutions of Russia and Poland. As a research task, the influence of the foreign language being studied on the formation of a linguistic personality was considered.
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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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Nefedov, Igor V., and Anna V. Shi. "GAMIFICATION OF THE EDUCATIONAL PROCESS: GAMES IN RFL-CLASSES IN THE CHINESE AUDIENCE." Proceedings of Southern Federal University. Philology 26, no. 3 (September 28, 2022): 158–68. http://dx.doi.org/10.18522/1995-0640-2022-3-158-168.
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Gamification of the educational process is one of the main ways to develop modern methods of RFL-teaching. Games undoubtedly increase motivation to learn Russian, make the educational process brighter, more colorful, more interesting, and, accordingly, more active. Intensification of the process of teaching Russian as a foreign language is one of the urgent problems of the teaching methodology of the Russian Language at this stage of its development. Many tutors working with Chinese students note the fact that quite often their students do not reach the required level of proficiency in the Russian language in a timely manner. Russian and Chinese languages differ significantly, which makes the process of mastering the Russian language by the Chinese very difficult. Numerous difficulties arise when teaching various aspects: phonetic, lexical, grammatical. Games specially designed for the Chinese audience can help overcome these difficulties, improve the qualitative and quantitative indicators of learning the Russian language. The purpose of the article is to show the possibilities of phonetic, lexical and grammatical games in the intensification of the process of teaching Russian as a foreign language to Chinese students at the initial stage of training. The materials for the study were unique games for RFL-teaching to Chinese foreign students with the A2 level of proficiency in Russian. The authors have developed three games for teaching phonetics: “Phonetic basin”, vocabulary: “Lexical hat”, grammar: “Grammatical deck”. The research used methods of experiment, observation and interpretation, as well as generalization of personal practical experience of working in a Chinese audience. An experiment was conducted at the Southern Federal University, Russia in 2022. This study involved 7 Chinese students of the Academy of Architecture and Arts, the training program 54.03.01 Design, studying Russian at the Institute of Philology, Journalism and the Intercultural Communication.
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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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Tšuikina, N. V., and E. V. Busurina. "Linguocreative nominative realia, innovations, and Russian as a foreign language." Education and science journal 22, no. 4 (May 15, 2020): 110–30. http://dx.doi.org/10.17853/1994-5639-2020-4-110-130.
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Introduction. In recent decades, the Russian urban sociocultural environment has demonstrated the process of generation of linguocreative nominative realia (culture-bound terms) – units of language (from words to texts), created on the basis of the language game or speech stylisation to name various social and cultural phenomena. This linguistic phenomenon proves to be relevant for teaching Russian as a foreign language, specifically in light of the global trend of increasing intensity of spatial mobility of different population groups and the growing internationalisation of Russian educational system. Using linguocreative nominative units provides possibilities to implement the innovative methods in teaching foreign languages. It also allows integrating socio-cultural components in the learning process to facilitate the adaptation of international students.The aim of the current publication was to discover and describe the didactic resource of linguocreative nominative realia for teaching Russian as a foreign language.Methodology and research methods. The methodological framework of the present research was based on the provisions of competency-based approach to teaching Russian as a foreign language and the theory of critical thinking development. The introduction of ergourbanonyms (ergo urban place names) into training courses was verified by the methods of experiment, testing, interview and comparative analysis.Results and scientific novelty. In the course of the research, educational linguistic and verbal cognitive tasks were designed. The approbation was carried out during the academic year in experimental groups of foreign students, who study Russian. The authors presented didactic materials, which are based on linguocreative nominative realia. The effectiveness and perspective of the application of these materials are demonstrated. The inclusion of these teaching materials in the methodological arsenal allows solving several humanitarian tasks: for students to learn more profoundly Russian as a foreign language and to undergo a successful process of adaptation to social and living conditions of everyday environment in a target-language country; for teachers – to increase the motivation of foreign students to acquire Russian as a foreign language and to develop students’ creative critical thinking. Experimental and control groups had tests in the end of the experimental period. The students of experimental groups were taught using new teaching means and tools. The training of students of control groups was organised through traditional techniques. The comparison of learning outcomes upon the probationary period showed higher level of students’ communicative competency in experimental groups, and the students from the control group demonstrated considerably low level of knowledge regarding social and cultural aspects of Russian life. Summarising the results of one year’s innovative experience, teaching materials and methodological guidelines were designed to organise the learning process on the basis of active learning and teaching of Russian as a foreign language.Practical significance. The didactic and methodological tools suggested in the current article can be integrated into various programmes of teaching Russian as a foreign language; the adaptation component of the materials will work within long-term programmes. The current methodological materials are ready to be implemented for classes with foreign students in any region of Russia, or they can serve as an initial sample to develop own methods and design didactic materials.
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Параккини, Л. "FOR TEACHING RUSSIAN LANGUAGE AD PERSONAM." Russkii iazyk za rubezhom, no. 3(286) (June 30, 2021): 19–26. http://dx.doi.org/10.37632/pi.2021.286.3.003.
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Настоящая статья посвящена важности инновационных форм обучения в современном образовательном процессе. В контексте требований студентоцентричности рассматриваются изменения условий учебного процесса, в частности изменения мотивации студентов. Применительно к преподаванию РКИ анализируется методический потенциал дидактической платформы для обучения иностранным языкам «Ревита», которая основана на принципах искусственного интеллекта. Выявляются точки соприкосновения функциональности и философии платформы «Ревита» с основными принципами теории образования взрослых (андрагогики). This article analyzes the importance of innovative teaching forms in the contemporary educational process. It considers the changes in the conditions of such process, in particular the changes of students’ motivation, in a context requiring a student-oriented approach. With reference to the teaching of Russian as foreign language, the work analyzes the methodological potential of the teaching platform for foreign language “Revita”, which is based on the principles of artificial intelligence. The contact points between functionality and philosophy of the platform “Revita” and the basic principles of the theory of adult education (andragogy) are identified.
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Angel, A. V., and E. A. Volkova. "The Role of Intermediary Language at the Lessons of Russian as a Foreign Language in the Context of a Present-Day University." Prepodavatel XXI vek, no. 1, 2020 (2020): 159–67. http://dx.doi.org/10.31862/2073-9613-2020-1-159-167.
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The article considers the feasibility of using the intermediary language in Russian as a foreign language lessons with students of the English department. It is concluded that at the initial stage of training, an intermediary language is necessary: it performs a number of important functions, allows a comparative analysis of language phenomena, and helps to overcome interference. Thus, for a teacher of Russian as a foreign language, good command of the English language becomes a necessary professional skill, and the creation of new nationally oriented teaching aids in Russian as a foreign language is one of the main tasks of the modern methodology of teaching foreign languages. The article also presents the results of a survey of 178 foreign students on the most relevant aspects of the problem being studied.
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Bolshak, Alla, and Karina Voloshina. "Innovative approaches to foreign language teaching in Russian universities." E3S Web of Conferences 210 (2020): 18013. http://dx.doi.org/10.1051/e3sconf/202021018013.
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The article considers an innovative approach to teaching foreign languages in higher learning institutions, which is prompted by the forthcoming structural reform of higher education in Russia. The essence of this innovative method is peer learning. Integrating this method into foreign language classes has a number of advantages. First of all, it gives opportunities for students to share their experience and knowledge with each other without any concerns over the age difference. Then, it allows them to prove their language skills. Finally, it provides a sense of self-esteem: our data indicate that students feel more confident and self-aware when they demonstrate their expertise participating in cooperative learning tasks in a foreign language. So the primary concept of peer learning is that changing their knowledge students learn from each other. The article provides effective teaching techniques of implementing individual and group work through peer learning strategy and describes some cooperative learning situations which can improve students’ proficiency in English.
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Vishnyakov, S. A., and R. S. Makhaeva. "The modern paradigm of teaching and studying Russian as a foreign language in Russia and European countries." Science and School, no. 1, 2020 (2020): 90–94. http://dx.doi.org/10.31862/1819-463x-2020-1-90-94.
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The article deals with the main psycholinguistic, lingua-didactic, methodological and pedagogical conceptual approaches that determine the modern paradigm of teaching and studying Russian as a foreign language in Russia and abroad (European countries). It is noted that the Russian psychological and linguistic school (L. S. Vygotsky, P. Ya. Halperin, I. A. Zimnyaya, A. A. Leontyev) significantly influenced the formation and evolution of foreign psycholinguistics. Co-study of language and culture, communicative orientation are general directions that characterize the lingua-didactic and methodological paradigm of foreign language education in our country and abroad. The article actualizes the subject-subject trajectory in the pedagogical organization of the educational process on the Russian as a foreign language in Russia and foreign countries.
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Protassova, Ekaterina, and Maria Yelenevskaya. "Learning and Teaching Russian as a Pluricentric Language." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VIII, no. 2 (December 28, 2020): 43–65. http://dx.doi.org/10.22333/ijme.2020.16004.
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Teaching Russian as a foreign language outside the nation might still be oriented towards the norm and conventions of contemporary metropolitan Russian, but in the minority situation, which emerged after the dissolution of the Soviet Union and massive migrations, teaching should absorb the newly developed local lexis and formulate the rules reflecting regional changes in the structure. State-of-the-art language pedagogy rejects stringency of approach to communication and accepts the reality of translanguaging and regional varieties, considering them in the curricula. Clearly, teaching Russian in the situation of the new linguistic contacts calls for innovative methods and flexible approaches. The article is based on the interviews and informal conversations with Russian-language teachers and school owners, as well as on meta-analysis of the already published data. This article aims to show challenges confronting Russian-language teachers in various countries, with examples drawn from Estonia, Finland, Germany, Israel, Kazakhstan, Norway, and Slovakia.
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Levina, Vera, Svetlana Zubanova, and Andrey Ivanov. "Axiological linguistics and teaching of Russian as a foreign language in the context of distance learning against the backdrop of the pandemic." XLinguae 14, no. 1 (January 2021): 212–27. http://dx.doi.org/10.18355/xl.2021.14.01.17.
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The study examines the adaptation of foreigners to cultural values when learning the Russian language. The study defines axiology and the axiological sphere, focuses on the axiological component in the linguistic picture of the world, considers the role of a foreign language as a tool for the axiological background development. The relevance of the axiological approach to teaching the Russian for Foreigners course to foreign students in the context of both distance and blended learning is considered with due regard to the relevance of this type of education in the context of the COVID-19 pandemic. The research took place at the Institute of Foreign Languages, Foreign languages department I-11, Moscow Aviation Institute (National Research University), and the Department of the Russian Language No. 1, Peoples Friendship University of Russia. A descriptive method and the method of interpretation analysis have been applied. The methods of linguistic integration of students into the Russian sociocultural environment have also been applied. The results were tracked based on monitoring and testing technologies, information and computer technologies, and the analysis of the educational activity. The capabilities of the Moodle platform were also used; the axiological phraseology tasks were created in the Hot Potatoes program. The experiment was carried out during 6 months of 2017/2018 and 2018/19 preparation courses. A total of 260 students were involved in the experiment; a control group of 150 students was formed. An approach to studying Russian as a foreign language focused on introducing the values to foreign students and teaching them the cultural characteristics of Russia has been developed. The analysis of the development of language and cultural skills of foreign students in the control and experimental groups showed that at the final stage of the experiment, 47% of students in the experimental group had a high level of competence; in the control group, the indicator was 21%. Teachers of foreign languages, administrations of higher educational institutions, and language schools should familiarize themselves with the research
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Bobrova, Maria V. "Nicknames in teaching Russian as a foreign language." Russian Language Studies 20, no. 1 (March 30, 2022): 22–34. http://dx.doi.org/10.22363/2618-8163-2022-20-1-22-34.
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The question of expanding the range of linguistic units involved as a linguo-didactic material is raised in the article. The purpose of the work is to substantiate the need to use such a category of proper names as nicknames in the framework of the Russian as a foreign language course. Illustrative material mainly includes well-known, culturally significant nicknames of historical and political figures, as well as modern informal names. The relevance of the research is ensured by the fact that the selection of anthroponyms as educational materials in teaching Russian as a foreign language is not typical for the current linguistic, linguo-cultural and socio-cultural situation. In particular, there is a contradiction between the negative attitude to nicknames established in the society and their real status in the Russian anthroponymic system. Due to the underestimation of the role of nicknames in the society, this type of anthroponyms is not represented in the didactic materials on Russian as a foreign language. However, it is advisable to introduce nicknames in teaching, since they have been a fact of the Russian linguistic and cultural space throughout its existence and meet all the basic approaches of modern Russian pedagogy: competence-based, meta-subject and axiological. The descriptive-analytical method was the leading research method in the article. Nicknames are considered as a category of anthroponyms. The author shows that nicknames are a fact of linguistic and social communication, a linguistic, socio-cultural and individual psychological phenomenon. Nicknames are multifunctional: they perform nominative, identifying, differentiating, individualizing, marking, emotive, axiological, and other functions. The teacher of Russian as a foreign language taking into account the relevance, cognitive significance and communicative value of nicknames; it is necessary to distinguish them from similar categories - pseudonyms and Internet nicknames. The adequacy of the selection will be facilitated by relying on the authors classification of nicknames. Nicknames provide rich material for mastering various linguistic topics properly and establishing meta-subject connections. This approach will make it possible to overcome the separation from reality to some extent, and to improve the quality of teaching Russian to foreigners, develop their competencies, improve their linguistic personality, and introduce them to Russian culture.
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AIVAZYAN, NUNE. "SOME THEORETICAL ISSUES ON TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Main Issues Of Pedagogy And Psychology 8, no. 2 (September 29, 2015): 65–68. http://dx.doi.org/10.24234/miopap.v8i2.167.
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Distinctive features of the methodology of teaching Russian as foreign language, as well as the description of the new textbook of Russian language (elementary level) are outlined in the article. According to the methodology of teaching Russian as a foreign language one of the ways of productive teaching is the usage of good educational materials, a textbook was developed by the Russian language teachers of YSU in which the methodology of teaching Russian as a foreign language is outlined in the form of consequentially given educational models and exercises for fixing the grammatical constructions and for activating the lexis.
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Hmira, Tomas. "Russian language teaching in Ruzomberok, Slovakia: culturological approach." Russian Language Studies 17, no. 4 (December 15, 2019): 475–86. http://dx.doi.org/10.22363/2618-8163-2019-17-4-475-486.
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Teaching Russian at the universities in Slovakia has its own history. For decades, the Russian language has occupied a worthy place in the country’s universities, including Ruzomberok. A new educational reform (since September, 2019) implies freedom of choice when learning foreign languages. Consequently, interest in studying the Russian language in Slovakia is forecasted, which indicates the relevance of our chosen topic. The purpose of the article is to analyze the system of teaching the Russian language at Catholic University in Slovakia from the perspective of a young teacher with little pedagogical experience. The theoretical significance of the article lies in the pointing out the problem of forming and developing interest to the Russian language in Ruzomberok through the culturological approach outlined by the famous Slovak specialist in Russian philology Eva Kollarova. The practical significance of the work consists in using educational disciplines being worked out, their analysis and further adjustment aimed at developing the students’ personality, their individuality through the Russian language. As a result of the study, it was proved that the curriculum based on the culturological approach to teaching a foreign language helps to build trust between the teacher and students. Also, university students are motivated, and in the university environment, they do not only receive facts through language, but are also brought up. We see the prospects of the study in a more detailed study of the impact of teaching the Russian language according to the principle of “language through culture, culture through language.” Due to the growing interest to the Russian language in Slovakia and a free choice in learning a foreign language, the willingness of teachers and students for the dialogue of cultures is becoming very important.
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Shutova, M. N., and I. A. Orekhova. "PHONETICS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Russian language studies 16, no. 3 (2018): 261–78. http://dx.doi.org/10.22363/2618-8163-2018-16-3-261-278.
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Glebova, T. "Professional Language Training of International Students in the Multicultural Environment of University for International Relations." MGIMO Review of International Relations, no. 4(37) (August 28, 2014): 317–23. http://dx.doi.org/10.24833/2071-8160-2014-4-37-317-323.
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The article addresses the specific features of professional language training of international students in the multicultural environment of a Russian university teaching students of international relations. After a brief historical survey of teaching foreign students in the universities of Russia, the writer considers the factors that influence the choice of universities graduating specialists in international relations by foreign students. The author goes on to analyze the specifics of linguisticand socio-cultural environment in Russian universities and its impact on international students stressing the fact that the educational environment at MGIMO-University is multilingual and multicultural. That explains the relevance of studying the quality of professional language training of foreign students in the sphere of international relations. The language of teaching in most universities of the Russian Federation is Russian, besides, all MGIMO students are obliged to learn English either as their first or second foreign language, that is why international students have to study in a tri-lingual environment and the interfering influence of several cultures. The writer points out that under such circumstances it is necessary for future IR specialists to build a number of professionally relevant competences: linguistic, socio-cultural, communicative, and suggests educational technologies that have proved to be effective in building them: case-study, role-plays, etc. The article gives special attention to the place and role of translation in teaching English as translation is a system of encoding within the system of two language systems. Translating phrases from Russian into English the student does 'inner', mental translation using the mother tongue. That makes the author suggest using the students'mother tongues in the teaching process. While learning foreign languages, international students should, along with language material, study the system of values of a different country thus preparing themselves for cross-cultural communication in the professional international community.
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Malykh, L. M. "ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 1 (April 15, 2021): 108–19. http://dx.doi.org/10.35634/2412-9550-2021-31-1-108-119.
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The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.
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Zalutskaya, Svetlana Yrievna. "Club-based format of teaching Russian as foreign language to Chinese students." Revista Tempos e Espaços em Educação 14, no. 33 (April 25, 2021): e15526. http://dx.doi.org/10.20952/revtee.v14i33.15526.
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The study deals with the issue of applying the communicative club format for organizing leisure, educational, and cultural activities for foreign students interested in the Russian language. The authors describe the structural and content model of the Almaz Russian-language Russian-Chinese communication club created based on centers for the Russian language, literature, and culture at the Ammosov North-Eastern Federal University. The model includes target, technological, and content components and implementation mechanisms. The authors conclude that interactive technologies of leisure show great potential for developing foreign students' communicative competence and creative abilities and enriching the individual with knowledge about the traditional culture of peoples inhabiting the multicultural territory of Russia.
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Горлова and N. Gorlova. "Teaching the Russian and Foreign Languages within the Framework of Integrated Linguistic Education Strategy." Primary Education 3, no. 5 (October 19, 2015): 11–16. http://dx.doi.org/10.12737/14769.
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The paper deals with the issue of forming general-purpose educational activities (personal, meta-subject and subject) in the course of teaching the
Russian and foreign languages. Covered are the essence, structure and substance of the versatile learner-centered strategy of linguistic education,
oriented at personality development of a preschooler, a primary school pupil and a teenager when mastering oral-speech activity in the Russian
language (as a native as well as a foreign language), in a foreign language, as well as in a language of teaching any school subject.
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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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Voiteleva, T. M., and Ch Cao. "On the Theory and Practice of the Communicative Approach in Teaching Russian as a Foreign Language." Язык и текст 9, no. 1 (2022): 92–99. http://dx.doi.org/10.17759/langt.2022090108.
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The communicative approach is an important component in the methodology of teaching Russian as a foreign language. Russian Russian as a foreign language The article examines the specifics of the communicative approach, identifies the development of this approach in the country and abroad, describes the practice of using a communicative approach in the process of learning Russian as a foreign language, and analyzes the advantages and disadvantages of this approach in the practice of teaching Russian as a foreign language.
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Murashkina, O. V. "Problems in teaching standard Spanish pronunciation to Russian-speaking students." Язык и текст 5, no. 3 (2018): 62–66. http://dx.doi.org/10.17759/langt.2018050308.
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The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The difference between phonetic systems and phonological structures of native and studied foreign languages is the main reason for linguistic interferences, that is why it is important to shape the allophonic picture when learning the phonetics of the Spanish language.
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Ndyay, Manetu, Wu Hyong Ti Nguyen, and Evgeniya O. Grunina. "Innovative technologies in teaching Russian as a foreign language." Russian Language Studies 18, no. 1 (December 15, 2020): 7–38. http://dx.doi.org/10.22363/2618-8163-2020-18-1-7-38.
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Last decade saw growing interest to innovative technologies in methods of teaching Russian as a foreign language (henceforward RFL). The article presents a review of most recent scientific publications on modern computer technologies. The material of the research includes conference papers, manuals, monographs, dissertations of 2018-2019, materials of congresses of International Association of Teachers of Russian Language and Literature (MAPRYAL) (2016, 2019), Russian Society of Russian Language and Literature Teachers (ROPRYAL) (2015, 2018), articles in scientific journals “Russian Language Abroad” and “The World of Russian Word” which are considered to be the most authoritative journals in the sphere of methods of teaching RFL. The research methods are descriptive and statistic methods, method of continuous sampling. The research revealed main issues on possibilities and reasonability of using innovative technologies in teaching RFL. The growing number of publications on the issue shows the perspectives of innovative technologies in teaching RFL.
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Gao, Yue. "Language and Culture Co-Learning in Russian and Chinese Foreign Language Teaching Methodologies (Russian as a Foreign Language; Chinese as a Foreign Language)." Pedagogika. Voprosy teorii i praktiki, no. 6 (December 2021): 949–55. http://dx.doi.org/10.30853/ped20210167.
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Martynenko, Yulia B. "Teaching Chinese students Russian anthroponyms (nationally oriented approach)." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 94–105. http://dx.doi.org/10.31862/2500-297x-2020-1-94-105.
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When teaching Russian as a foreign language, anthroponyms act both as an object of study and as material for teaching Russian as a foreign language. The article points out the difficulties that Chinese students most often encounter in studying the Russian anthroponymic system, and ways to overcome them. The greatest difficulty in mastering Russian anthroponyms is associated with the three-component structure of Russian anthroponyms – distinguishing the name, patronymic and last name and using them in speech, so the teacher of Russian as a foreign language is faced with the task of introducing students to Russian anthroponymic formulas of speech etiquette. When teaching Chinese students Russian anthroponyms, it is effective to use a cognitive-regional geographic approach, which will improve the level of language skills and the general cultural level of students.