Abstract
The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.
Highlights
Theatre pedagogy is gaining momentum at present (O’Neill, 2015)
Situation scenes staged with the purpose to facilitate L2 acquisition neutralized negative emotions that undergraduates brought to the class from the outside
We deem the presented information, which indicates that both the youth and their parents are generally satisfied with family life, to be positive, especially in the context of the fact that our study was conducted during the period of COVID 19 epidemic during which certain studies warned about the presence of certain unwanted family relationships such as difficulties in maintaining family connections and support, inadequate communication patterns, coping with stress as well as increased risk of violence and family abuse (Roje Đapić, Buljan Flander & Prijatelj, 2020)
Summary
Theatre pedagogy is gaining momentum at present (O’Neill, 2015). We have all the evidence to state that theatre and teaching have a lot in common: both of them are interactive means. Considering different approaches in examining family relationships and main aim of this paper, we do not aspire to theoretical comprehensiveness, but refer to the complexity of family relationships and the importance of participants’ self-perception of their families According to both traditional and modern theories (historically – institutional, sociological, structurally – functional, psychological approaches, development theories etc.) it can be concluded that family represents a “living organism” which, due to complex interactional relationships and environmental influences, experiences numerous changes and adaptations to the “new” qualities and levels of interactions (Zloković & Lukajić, 2016). As the result of an analysis of such phenomena comes up an interest to a nationally – cultural side of language semantics It is known, that source of nationally-cultural semantics is in stable phrases – phraseological units and aphorisms (paroemias, proverbs and bywords), which get a double meaning while the process of forming one separate nation: interactive – way of speaking and informative – the source of different information, necessary for society’s development and life. The fragment is perhaps the new that replaces the old way of thinking
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