Intermediary languages at the stage of pre-university training

Alina Aleksandrovna Pozdnyakova,Tatiana Evgenievna Kolyadina,Larisa Yurievna Morozova,Aleksandra Gennadievna Zaitseva,Galina Vasilyevna Kuznetsova,I Klimova,M Konurbaev

doi:10.1051/shsconf/202112702011

Alina Aleksandrovna Pozdnyakova, Tatiana Evgenievna Kolyadina + Show 5 more

Open Access

https://doi.org/10.1051/shsconf/202112702011

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Abstract

The article considers the intermediary function of languages used at the stage of preparation of foreign applicants for admission to Russian universities. In a situation when the majority of foreigners’ proficiency of the Russian language is not satisfactory, the process of studying special disciplines is significantly slowed down, and the lack of subject knowledge does not allow foreign students to successfully master their chosen specialty. In order to overcome these difficulties and solve the problem of providing students with initial subject knowledge, various forms of presentation of the material are used, but often they can be effective only if an intermediary language is used in the classroom – a common language that is more or less familiar to all the participants in the educational process. For this purpose, English is more often used in modern education. The choice of English as an intermediary language is explained by the role it plays in international communication and its wide representation in the educational process. Since there are different views in linguodidactics on the ways, methods, and “order” of introducing foreign language knowledge, special attention is paid to the expediency –inexpediency of using an intermediary language at different stages of teaching Russian in groups with heterogeneous ethnic composition. The conclusion is made about the importance of the designated problem and the need for its further development within the framework of ethnolinguistics and linguodidactics.

Highlights

At the stage of pre-university training, when the majority of foreign applicants do not possess sufficient knowledge of Russian, mastering the language of the specialty and special disciplines causes significant difficulties, which is why there is a need to use a common language
There is no consensus among linguodidactics specialists about the expediency of using an intermediary language in the conditions of the Russian language environment, but they often resort to its help
According to the analysis of the results of the survey of foreign citizens, the authors identified the conditions dictating the use of an intermediary language in the process of introducing special disciplines

Summary

Introduction

At the stage of pre-university training, when the majority of foreign applicants do not possess sufficient knowledge of Russian, mastering the language of the specialty and special disciplines causes significant difficulties, which is why there is a need to use a common language. There is no consensus among linguodidactics specialists about the expediency of using an intermediary language in the conditions of the Russian language environment, but they often resort to its help. The development of the Russian language through someone else’s, often “insufficiently felt”, constant distinction from both the native language and the studied one (Russian), attempts to rely on another language base cause problems much more significant than it may seem at first glance. The tasks of the study are as follows: 1) identification of conditions dictating the use of the intermediary language in the learning process; 2) determination of the algorithm for introducing the intermediary language into the learning process; 3) formation of methodological recommendations on the use of the intermediary language in the educational process in the conditions of the Russian language environment

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