Коммуникативная адаптация иностранных студентов в российском образовательном пространстве

The Importance of the Russian Language as a Foreign Language in Intercultural Dialogue Summary The article analyzes the importance of teaching Russian as a foreign language in the process of intercultural dialogue. Russian as a foreign language is considered as a means of not only language training, but also cultural mediation, promoting mutual understanding, developing intercultural competence and preserving historical ties between Azerbaijan and the Russian-speaking space. The article describes the forms and methods of teaching Russian as a foreign language in Azerbaijani schools, language centers and online platforms, emphasizing the importance of authentic materials and project activities. It also discusses current challenges of teaching in a multicultural environment and prospects for further development of Russian as a foreign language in the context of globalization and humanitarian cooperation. Keywords: Russian as a Foreign Language (RFL), dialogue of cultures, bilingualism, intercultural communication, identity, multilingualism

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.

Aim. To conduct a comprehensive analysis of the organizational and methodological aspects of teaching Russian as a foreign language (RFL) listening skills at the beginner level in Chinese universities. A survey of teachers was conducted in order to identify existing problems and determine promising directions for improving this process.Research methods. This study is based on a comprehensive approach that integrates the principles of communicative and activity-based approaches, while also considering the psycholinguistic and methodological aspects of teaching Russian as a foreign language (RFL) listening skills. The principles of a systemic approach and the theory of learning activity were also applied. The methods used included a questionnaire survey of teachers and quantitative and qualitative analysis of the obtained data.Results. The conducted research revealed the predominance of audiovisual methods and combined exercises in the practice of teaching Russian as a foreign language (RFL) listening skills in Chinese universities. Furthermore, the study identified problems related to insufficient methodological support, limited resources, students’ weak language proficiency, and the incomplete utilization of extracurricular activities.Theoretical and/or practical significance. The theoretical and practical significance of the study lies in its contribution to the methodology of teaching Russian as a foreign language (RFL), deepening the understanding of the specifics of teaching listening skills at the beginner level in Chinese universities, and determining the influence of linguistic, methodological, and psychological factors on the effectiveness of this process. The work contributes to the development of the concept of an integrated approach to teaching, emphasizing the importance of integrating modern technologies, multimedia and authentic resources, as well as the active use of extracurricular work. The research expands the theoretical base of linguodidactics, supplementing its provisions on the influence of a foreign language environment, the necessity of using authentic materials, and the implementation of modern interactive methods. The practical significance lies in the possibility of applying the data obtained to develop methodological recommendations, adapt educational materials, create a resource base, optimize the educational process, and provide methodological support for teachers, contributing to improving the quality of RFL listening skills instruction in the Chinese foreign language environment.Conclusions. The results emphasize the need for creating a resource and extra tasks library, implementing modern technologies, and enhancing teacher training to ensure effective RFL listening skills instruction. To address the identified problems, a comprehensive approach is necessary, combining modern teaching methods and authentic materials.

The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural studies, aimed at extending knowledge of Russian culture and developing communicative competence of foreigners studying the Russian language. This is an important condition for linguocultural adaptation. The research was carried out on the basis of traditional folk culture realities, which most vividly reflect the peculiarities of national mentality and provide opportunities for both theoretical and practical cultural activities in teaching/learning RFL: decorative and applied art and folk crafts, traditional folk dolls, and cuisine. The methods of the research are analysis, generalization and forecasting. The research resulted in developing the concept of a coursebook on linguocultural studies and determining its content. The author makes conclusion about effectiveness of the communicative-activity approach in teaching and learning aimed at extending foreigners knowledge about Russian culture and Russian national mentality, forming their communicative competence and providing successful linguistic and cultural adaptation. The conclusion is based on the materials of a coursebook on linguistic and cultural studies for foreigners learning Russian.

This paper presents a new experimental intercultural theoretical and operative model for RFL (Russian as a Foreign Language) teaching at European level: the RETEACH model. As a descriptive–normative didactic model, RETEACH builds on the intercultural approach, seeking to foster the development of intercultural communicative competence (ICC) among students. RETEACH promotes respect, understanding, and solidarity among individuals and encourages critical awareness of various issues, such as multiple identities, fuzzy cultural borders, power-related intercultural dynamics, and avoidance of stereotyped representations. The model is grounded in three specific concepts and areas within the foreign language and RFL fields: 1) the use of authentic texts, 2) the role of literature, and 3) textbook theory. The model was tested through two case studies, which investigated the place of culture in RFL classes in Lithuania and Italy (Case Study 1) and in RFL textbooks employed in Italy (Case Study 2). Three different research methods were employed: action research, classroom observation, and comparative content analysis. The findings indicate that the proposed model can boost the development of ICC in RFL learners, thus addressing some general issues with RFL teaching in the European context. There are several theoretical and practical implications of the RETEACH model: 1) combining RFL theory and practice, 2) improving the intercultural approach due to the use of authentic materials, 3) enabling the use of Russian literature to develop ICC, and 4) promoting a complex and critical image of Russia.

The article describes one of the Ural Federal University’s (UrFU) large-scale international projects aimed at implementing double-degree educational programmes for the students of North China University of Water Resources and Electric Power (NCWU, China) in terms of their language preparation. With Russian being the language of instruction in the third and fourth years of the programmes, the students are supposed to acquire B1 level of Russian by the end of their second course. However, when they arrive in Russia to complete their education, the level of their language competence proves to be unsatisfactory, which impedes their academic progress, hence the need to improve the teaching standards of Russian as a foreign language (RFL).In view of this urgent necessity, the current situation of teaching RFL to Chinese students was thoroughly analysed revealing one factor that might have played the role of critical importance in the ineffectiveness of teaching and learning. A considerable difference in the professional background of the RFL teachers as well as in their understanding of the RFL course aims appeared to be one of the major reasons for the insufficient learning outcomes. To address this issue a Teacher Training course for the RFL teachers was designed on the basis of the successful UrFU experience of teaching English as a foreign language (EFL).Prior to the coming academic year, the RFL teachers who are planning to work on the UrFU international project in China will participate in this course with a view to developing unanimous criteria for RFL teaching and increasing the effectiveness of their work. For this purpose, a methodological manual on teaching RFL has been created aiming to help teachers use the communicative methodology and course designers do research to find out whether this methodology applies to and is equally effective in teaching RFL as it is in teaching English as a foreign language (EFL). The authors intend to report the results of this research in further publications.

The article aims at investigating the specifics of the modern practice of training foreign authors of Russian as a foreign language (RFL) textbooks and identifying the prospects for the formation of a professional thesaurus of this group on the basis of modern educational technologies. This issue is really relevant, since, as it is shown in the article, there are currently almost no methodological studies and manuals addressed to this group of trainees. At the same time, practice shows that foreign colleagues are in urgent need of diverse methodological support from Russian methodologists. The paper shows that in 1970-1980-s, when such support was purposefully implemented, modern textbooks on RFL were created in foreign countries, which contributed to the Russian language spreading in Europe, Asia and Africa. The research materials were textbooks on the Russian language for foreigners, which marked a certain stage in teaching methods of RFL development. The authors of the article rely on general scientific theoretical research methods: comparative analysis of available sources of information, comparative analysis of the conceptual system of the topic under research, synthesis of their own points of view (or positions), based on the analysis of various ways of solving the problem. The article resulted in the proposed topic of training and consulting materials for potential foreign authors of RFL textbooks, which are supposed to be based on the developed electronic platform, as well as the introduction of materials of the round table Designing a communicative textbook of RFL into the system of professional training and advanced training. The authors concluded that potential foreign authors of RFL textbooks are currently in urgent need of systematic scientific and methodological support. In this regard, it is recommended to intensify work with this contingent, using the potential of domestic methodological research, both classic and modern.

The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe the features of educational communication, determined by Chinese cultural and educational traditions, on the material of monolingual groups from China studying Russian in Russian universities, and to develop a methodological framework for creating a productive communicative environment for synchronous RFL online lessons, considering the specifics of students' communicative behavior. The study material included 10 synchronous online RFL lessons with a total duration of 15 hours and 51 minutes. Monolingual groups of Chinese students (A2-B2) participated in the lessons. A content analysis method using Atlas.ti software was applied to process the results. Coding was based on a deductive approach with elements of inductive approach; the coding system was based on the category of social presence, operationalized and adapted to the specifics of RFL learning. The prevalence of several communication behavior patterns among Chinese students, which conflict with the current methodological principles, was shown. At the same time, deviations from conventional behavior of Chinese students at the analyzed RFL classes were observed. This suggested that despite the strong influence of cultural attitudes, the parameters of the communicative environment of an online lesson may vary depending on the teacher's efforts. It is argued that the formation of communicative environment of a synchronous online RFL lesson requires that the teacher possesses the ability to manage the interactivity of communication, to form an atmosphere of cooperation and cohesion in the online group, to maintain emotionality of online communication. The study contributes to the development of digital language teaching, forming a scientific basis for creating methodological technologies of a productive educational environment in RFL online teaching.

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language.
 Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca

The article deals with formation and development problems of communicative competence in teaching practice of Russian as a foreign language (RaFL). The article shows concept content of ‘communicative competence'. There is a tendency connected with use of discursive approach to language acquisition. The research focuses on linguodidactic potential of legal discourse in teaching Russian as a foreign language. The article emphasizes the importance of mastering communication skills in the legal sphere for foreigners. Summarizing a number of definitions of legal discourse, the authors offer their interpretation of this concept. A review of tutorials on Russian as a foreign language has revealed one of the most urgent didactic tasks in teaching RaFL. This task is to compile tutorials aimed at developing communication skills in the legal sphere not only for students at law faculty but also for a wide range of students who study Russian as a foreign language. The article offers tasks aimed at forming necessary communication skills to achieve goals of communication in the legal sphere. The article proves possibility of using authentic legal texts to study legal vocabulary.

The article is devoted to the description of some trends in recent years in the development of the methodology of teaching Russian as a foreign language (RFL). It provides an overview of the socio-cultural reasons that contributed to the strengthening of the communicative orientation of RFL training, the rapid development of distance learning in the context of digitalization of education. During the analysis of the works, a scientific generalization was made and a description of some trends in the field of RFL methodology was proposed. Among them are the increased focus on teaching Russian as a foreign language as a means of communication, the active use of new tools in teaching RCT in connection with the digitalization of education; the increased influence of linguoculturology on the teaching methodology of RFL. Russian Linguistics The article presents current sources of scientific and educational literature, which are useful for improving communicative and cultural competencies, deepening knowledge in the field of Russian linguoculturology in the audience of Chinese students studying Russian.. The article briefly presents innovations in teaching the Russian language that have been used in China in recent years and have a positive effect during training. Russian as a foreign language is of great importance in improving the quality of teaching Russian as a foreign language in China (in conditions outside the Russian language environment), promotes the exchange of experience, promotion of strategic partnership and cooperation in the humanities between Russia and China, including with the aim of expanding mutually beneficial exchanges in the field of higher education.

This paper proposes a reflection on the issues posed by the intercultural teaching of Russian as a foreign language (RFL) in the university context. In particular, after defining the concepts of “interculturalism”/“intercultural education” and outlining an updated picture of research on intercultural education in RFL, two of the greatest problems of RFL intercultural education are presented: on the one hand, the ambiguity of the theoretical treatment of intercultural education (and, thus, of its practical applications) by RFL scholars, and, on the other hand, the often essentialized, if not stereotypical, portrayal of Russian culture in RFL textbooks, which in some cases distort reality. Finally, a possible solution is proposed to resolve these issues and make RFL teaching more intercultural.

Introduction. The modern methodology of teaching Russian as a foreign language (RFL) is a multidimensional system in which a number of different directions can be distinguished. The purpose of this work is to identify, based on the elements of content analysis, the most relevant directions in the teaching methodology of RFL over the past 5 years. The relevance of the study lies in identifying the main paradigmatic guidelines of this science at the present stage of its development. Materials and methods. The material for the theoretical part of the study was the work of Russian methodologists published over the past 10 years and devoted to the description of current trends in the teaching methods of RFL, as well as scientific works describing the specifics of content analysis as a research method. The empirical part of the study was carried out on the material of scientific and methodological journals and collections of materials of congresses devoted to the issues of teaching RFL and published over the past 5 years. Results. As a result of the analysis, 1969 mentions of the analyzed units of analysis were identified in 9 key areas of modern RCT methods over the past 5 years. The largest number of references to units of analysis was revealed in the framework of the conceptual (29 percent of total mentions), professionally oriented (16 percent) and linguistic (12 percent) directions. The leading position of the conceptual direction indicates that in the last 5 years there has been an active search for the most effective methods and technologies for teaching Russian to foreigners. The interest of researchers in professionally oriented education is proof that Russian as a foreign language is becoming a tool for obtaining higher education. The popularity of the linguistic trend is due to the fact that the search for optimal ways of teaching foreigners to various aspects of the Russian language is still ongoing. Conclusion. The scientific novelty of the conducted research lies in the fact that the authors made an attempt to identify the current trends in the methods of teaching RFL based on the elements of an objective quantitative method.

The article describes the phonetization potential in the process of teaching Russian as a foreign language (RFL) to philology students in the context of digitalization of education. The relevance of the topic is due to the connection between the quality of hearing and pronunciation skills formation and the processes of perception, understanding, memorization, programming an utterance in a foreign language, on the one hand, and the methodological capabilities of modern technologies, on the other hand. The purpose of the work is to present the theoretical foundations of phonetization in teaching RFL and methodological techniques to implement it, taking into account the opportunities of the digital educational environment. The material of the research includes the questionnaires of foreign students studying Russian in bachelors, masters and postgraduate programs, aimed at determining the demand for continuing work on hearing and pronunciation skills formation at the basic and advanced levels. The authors used the following methods: analysis of scientific publications on practical phonetics, digitalization of humanitarian knowledge, listening and pronunciation skills formation by means of electronic linguodidactics, observation of the practical use of phonetization in teaching RFL, questioning the recipients. Basing on the results of the questionnaire survey of foreign students, the authors come to the conclusion that it is important to include work on hearing and pronunciation skills formation at the main and advanced stages of teaching the Russian language practical course in bachelors and masters programs. In this regard, the theoretical knowledge necessary for the teacher to phonetize the learning process at the main and advanced stages is described, namely: the basic concepts in the field of the articulatory apparatus, the characteristics of sounds, the phonetic base of the Russian language, stress, rhythm and reduction in the Russian word, phonetic processes within the word and at the junction of words, the intonation form of the syntagma. The potential of the digital educational space for phonetizing the practical course of the Russian language at the main and advanced stages of university education is revealed, where the content of phonetic work is determined by the characteristics of a particular study group, teacher training, and appropriate methodological recommendations are given. The practical significance of the research lies in the student-philologist and the teachers theoretical knowledge generalization, necessary for the phonetization in teaching RFL and their potential application in the context of the educational space digitalization. This study opens prospects for further exploration of the digital educational space potential in order to improve hearing and pronunciation skills and create appropriate teaching materials.

The use of literature in foreign language teaching has been a subject of heated debate for a long time. The present paper aspires to argue that the use of literature, in particular poetry, can be used as stimulus to motivate students playing the role of the +1 in Krashen’s “input hypothesis” (1982, 1985, 1991), provided that it is appropriately integrated in the teaching along the lines proposed by Savvidou (2004); furthermore, this “integrated approach” becomes an excellent tool in enabling the teacher to familiarize students with the cultural apect of language learning (Shchukin, 2003; Brown, 1986; Fortunatova, 2004). To achieve its purposes the present paper presents a case study of using poetry in a Russian as a Foreign Language (RFL) class in Taiwan following the principles of the “integrated approach”. The case study is located in context both through a review of the role of poetry reading in foreign language and through a review of Russian teaching in Taiwan (with special attention paid to the opportunities and limitations of holding this case study in National Taiwan University). Then the paper proceeds to present the nethodology used in integrating the teaching of Pushkin’s poem “To Chaadaev” and Lermontov’s “The Sail” in this particular RFL class, and pays special attention to a problem students faced with enunciating properly the rhythm of the poems (a problem that was not predicted by Savvidou’s “integrated approach”), as well as the steps taken to solve this problem. Finally, the paper presents the evaluation of the progress made by the students and concludes by emphasizing how the “integrated approach” can enhance both the students’ creativity and their ability to engage into autonomous learning. Keywords: Literature Teaching, Russian as a Foreign Language (RFL), Poetry Reading, Integrated Approach http://interface.ntu.edu.tw/