Level Of Language Proficiency Research Articles

СПЕЦИФІКА ВИВЧЕННЯ ЮРИДИЧНОЇ ТЕРМІНОЛОГІЇ У МЕЖАХ БІНАРНОГО ФОРМАТУ ПРОВЕДЕННЯ ЗАНЯТЬ

The article characterizes methodical approaches to the study of the topic "Ukrainian terminology in professional communication" in the preparing of future lawyers, which consists in conducting a binary class by specialists in Ukrainian language and in law. Definitions of the concepts "binary class", "interdisciplinary connections", "interdisciplinary integration", "competence", "professional preparing", "activation of cognitive activity" are given. The updating of the topic is due to the recognition of the position that, in the opinion of the authors, only the theoretical and practical course "Ukrainian language and speech culture" is insufficient. An attempt at a binary examination of legal terminology with teachers of legal disciplines leads to preliminary conclusions about the involvement of the law experts, representatives of the chosen specialty in the educational process with the aim of popularizing the chosen profession. The problems which prompt a law student to introduce terminology into his conceptual, terminological-scientific circulation are currently important. On the one hand, the more motivated the student of higher education is to expand his linguistic competences, the higher the level of language proficiency; on the other hand, they form the foundation for professional development and expand the horizons of the branch legal orientation of future lawyers. And accordingly, the speech and psychological "barriers" of the communication component of the binary class disappear, the desire to master the terminology, to improve one's knowledge, abilities and skills from the course and disciplines of the study of branch law, using methodological and didactic documentation, educational textbooks, manuals, dictionaries, glossaries, etc. has been noticed. Only in the creative cooperation of students and teachers of the Ukrainian language and special disciplines of law can high results be achieved during a binary class, even in the conditions of distance learning. The experience of teaching the Ukrainian language in a professional direction allows, on the basis of constant observations, mastering the latest developments in the field of education and efforts to improve the level of students' knowledge, to improve the method of teaching the discipline. The proposed study is a description of the experience of studying Ukrainian law terminology as an alternative to solving these problems – an attempt at a binary format of classes.

Potential Impact of Automated Writing Evaluation (AWE) on EFL Learners’ Writing Accuracy: Learners’ Attitudes in Focus

The present study aimed to examine the potential impacts of Automated Writing Evaluation (AWE) on Iranian English as Foreign Language (EFL) learners’ writing accuracy. Another study objective was to identify the learners’ attitudes toward using AWE in English classes. As such, 50 female EFL students at the intermediate level of language proficiency were chosen via convenience sampling to participate in the present study. They were then randomly divided into two groups of Control Group (CG) and the Experimental Group (EG), each consisting of 25 learners. Before the treatment, a researcher-made writing composition pre-test was administered to both groups. Next, the learners in the EG received the treatment in which an AWE system was employed to check the learner’s written productions. Next, learners in the CG were exposed to the conventional pen-and-paper methods of English writing classes. Then, a writing composition post-test was administered. The performances of learners on pre and post-tests were scored based on accuracy in terms of syntactic errors. After administering the post-test, EG learners were asked to fill in a questionnaire on AWE. Moreover, they were asked two questions in a semi-structured interview on their attitudes toward applying to the AWE program. The researcher recorded and later transcribed the learners’ answers for further analysis. The independent sample t-test revealed that Iranian EFL learners’ writing accuracy significantly improved after receiving AWE. Furthermore, the Chi-square test results, in conjunction with the interview results, showed that learners had positive attitudes toward AWE in writing classes. The study will have implications for the second language (L2) writing practices of EFL teachers and students.

The role of evaluation tools in the formation of linguistic competence of students of non-linguistic specialties

This article discusses ways to control the formation of linguistic competence of students of non-linguistic directions of training in modern conditions of teaching foreign languages. Special attention is paid to such types of control as dictation, test, translation tasks and mental map, which can be effectively used both as part of the current control and during the final certification. There are different types of dictations: bilingual, monolingual, continuous and selective. The basic requirements for tests as one of the evaluation tools are established. The importance of translation tasks in the framework of monitoring the formation of students' language competence is noted. The role of creating mental maps and working with them in the integrated assimilation of new information, as well as in the development of creative abilities when learning foreign languages on the example of French and German, is emphasized. In the conditions of technologization of the educational process, new forms of conducting these types of control are proposed: online dictation, computer testing, creating mental maps using various Internet services. Attention is focused on training sites containing monolingual online dictation and tests designed for different age groups and levels of foreign language proficiency.

Dynamic Models of Multilingualism on the Territory of Western Ukraine

The purpose of the article is to study lexical units, with the help of which it becomes possible to build up the models of multilingualism, which are dominant among the population on the territory of Western Ukraine.
 Methods. Theoretical methods – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical ones – the analysis of lexical units, the experiment. For the purpose of studying the models of multilingualism we used “The Methodology of studying the models of multilingualism on the territory of Western Ukraine (by the influence of Russian, English and German” (Mykhalchuk & Ivashkevych, 2022).
 Results. Dynamic models of multilingualism on the territory of Western Ukraine are: the Model of Balanced Ambilingualism and the Model of Unbalanced or Asymmetric Bilingualism. There are two types of Balanced Ambilingualism: (1) the Model of Ambilingual Balanced Bilingualism. It emphasizes that both language systems are developed to the highest level of perfect mastery of the language as mastering a native one; (2) the Model of Non-Ambilingual Balanced Bilingualism implies that both language systems aren’t at the same level of their development. Unbalanced or Asymmetric Bilingualism is presented by two sub-models: (1) Transitional Bilingualism; (2) Stable Dominant Multilingualism.
 Conclusions. Any multilingual system is not reduced to the summation of different monolingual systems. Multilingual psycholinguistic systems of the person are open ones. The bilingual’s metalinguistic abilities show a strengthening effect when the person is studying not only the second, but also the third or more languages. Accumulating such advantages as cognitive variability (mobility), metalinguistic abilities, metapragmatic and sociocultural “awareness”, multilinguals also accumulate some disadvantages: a deficit in the level of language proficiency due to interlanguage interactions; limitations in language acquisition and language efforts.

THE IMPACT OF NEGOTIATED LESSON PLAN ON INTERMEDIATE EFL LEARNERS’ VOCABULARY KNOWLEDGE

The current study investigated the effect of the traditional lesson planning determined by teachers and the negotiated lesson plan (NLP) on Iranian intermediate EFL learners’ vocabulary knowledge. To this end, a copy of Solution Placement Test was administered to 47 learners, and 36 participants at the intermediate level of language proficiency were homogeneously selected. They were then divided into two groups of 18 participants as the experimental and the control groups. Next, the vocabulary pretest was conducted to measure the participants’ vocabulary knowledge and check the homogeneity of the groups at the beginning of the treatment. The learners in the experimental group shared their ideas in small groups, had the key role and enjoyed shared-decision making deciding what they would do for the next sessions of the course. The learners in the control group had no role in determining the course materials. The result of data analysis based on their pretest and posttest scores of vocabulary showed that the participants of the experimental group became better vocabulary learners after receiving NLP treatment compared to those in the pre-determined lesson plan that received unnoticeable results from the pretest to the posttest. The teachers and the material developers need to consider the negotiated lesson planning into account so that the issue of learner involvement in instructional materials is paid attention to.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0096/a.php" alt="Hit counter" /></p>

Front vowels of Spanish: A challenge for Chinese speakers

AbstractThis research proposes to define the timbre of front vowels [e] and [i] in the spontaneous speech of the Spanish interlanguage spoken by Chinese people and to determine the convergent and divergent features of Peninsular Spanish. Variables such as gender, level of Spanish proficiency and the (a)tonicity of the vowels will also be assessed to see the extent to which these factors influence the pronunciation of the learners. A corpus of 1,489 front vowels produced by 36 Chinese speakers and a corpus of 420 vowels produced by 79 Spanish speakers were used for this study. The mean F1and F2values were calculated for each vowel. According to the statistical analysis of spontaneous speech, the interlanguage and the target language are similar in that the sounds [i] and [e] are significantly different, the atonic and tonic [i] show no significant differences and the tonic [e] is more open than the atonic [e] in both genders. However, the interlanguage diverges more from the target language because the timbre of the front vowels is more dispersed, that of [i] is more closed and fronted and that of [e] is more open and fronted, in both males and females, tonic and atonic. Finally, the study reveals that the level of language proficiency and tonicity are factors that influence the acquisition of pronunciation.

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation.

To further understand the connections between positive emotions, in particular foreign language enjoyment, second language (L2) motivation, and English achievement, the present study investigated how foreign language enjoyment and L2 motivation contribute to learners' English achievement and the mediating role of motivation in the pathway. A questionnaire was employed to collect quantitative data from 512 university students learning English as a foreign language (EFL) in China. The results showed that the higher the language proficiency level, the higher the foreign language enjoyment level and the stronger the L2 motivation. Participants reported a significant difference in the private factor of foreign language enjoyment, the ideal L2 self, and the L2 learning experience among different language proficiency groups. Overall, foreign language enjoyment has a positive predictive effect on L2 motivation; however, the influence of different dimensions varies among language proficiency groups. Foreign language enjoyment is a positive predictor of English achievement, and motivation partially mediates this pathway. These findings provided an in-depth profile of foreign language enjoyment and L2 motivation of Chinese EFL learners at different language proficiency levels, highlighting the connections between positive emotion, motivation, and English achievement, and the contribution of foreign language enjoyment and L2 motivation in English learning. Based on these findings, pedagogical implications are suggested for English teaching and learning in Chinese tertiary education.

Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students

Abstract Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them. Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data. Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English. Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners. Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of various elements. Conclusions: Transition into online education at tertiary level brings both advantages and disadvantages; hence, it becomes a must to promote positive aspects and to minimize negative sides. Since online education necessitates more learner autonomy, students should be trained on how to use self-regulatory strategies in language learning. Likewise, such a change in learning setting could require students to be more cognitively flexible to be able to cope with probable difficulties and to expand their thinking skills. Thus, cognitive flexibility should be instilled into the curriculum. The last but not the least, the importance of taking responsibility of learning and seeking for alternatives in the face of problems should be reminded frequently. The study aimed to provide insights and implications for all stakeholders to consider self-regulation and cognitive flexibility in designing online courses.

THE ROLE OF LEARNING A FOREIGN LANGUAGE IN THE GLOBALIZATION PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article substantiates the expediency of globalization of higher education institutions andthe role of foreign language learning in this process. Four main justifications for globalization areoutlined: academic, socio-cultural, political and economic. Current trends in the internationalization ofhigher education in European countries have been identified, and aspects of the institute’s activitiesrelated to the development and implementation of the globalization strategy have been investigated.Factors determining its successful implementation and factors hindering this process are determined. Theimpact of globalization on the competitiveness of Ukrainian universities and the professional risksassociated with a low level of language proficiency are described. The role of the institute’s languagepolicy in the implementation of the internationalization strategy is defined. The regulatory and legaldocumentation in the field of development and reform of higher education is studied. The prerequisitesfor reforming the English language teaching methodology are considered. The method of globalization ofhigher education in foreign language classes is proposed. It is concluded that the process of globalization,the main goal of which is to improve the quality of education and scientific activity, has become thestrategic direction of higher educational institutions. In this regard, considerable attention is paid tosupporting the provision of pedagogical conditions for the formation of all intercultural competences ofstudents. The results of the empirical study indicate that the key areas of activity of universities in thecontext of internationalization are the development of students’ academic knowledge, mobility, creationof joint educational programs with foreign universities, development of international scientific activity. Itis found that the main factors that stimulate these processes are the development and monitoring of theimplementation of the globalization strategy. The problems of implementing this strategy, as before, areof a financial nature and are associated with a low level of foreign language proficiency and insufficientmotivation of students and teachers to participate in academic mobility programs and internationalscientific projects.

Analysis of international experience in the field of teaching and assessment of language proficiency

The article analyzes the existing international standards in the field of language teaching and proficiency assessment. Based on the Common European Framework of Reference (CEFR), which is promoted by the Council of Europe and used in language teaching and assessment in Europe and other countries, language proficiency levels, assessment, goals, CEFR Global Scale, global English language assessment programs similar to CEFR descriptors are studied. Information is provided on the works carried out on the application of CEFR international standard in Azerbaijan. The application of information and communication technologies, including automated speech recognition systems, in language learning, teaching and assessment are analyzed. The advantages of effective use of Information and Communications Technology (ICT) in the process of improving the knowledge and skills of language learners, checking and evaluating the development of language skills are indicated. In order to contribute to the implementation of the tasks ahead for the protection and development of our mother tongue with the application of ICT, suggestions are given for adapting the teaching and evaluation of the Azerbaijani language to the CEFR standard, taking into account different approaches to language teaching in the world experience.

EXPLICATION OF THE COMPETENCY-BASED APPROACH IN MODEL SYLLABI “THE UKRAINIAN LANGUAGE. GRADES 5–6” FOR SECONDARY EDUCATION INSTITUTIONS

The study deals with the competence approach as the basis for the educational reform of the New Ukrainian School, in part, analyzes regulatory, legal and scientific approaches to comprehension of competency-based learning. The implementation of the competence approach is examined on the example of model curricula “Ukrainian language. Grades 5-6” for general secondary education institutions on the basis of which philology teachers devise their working curricula of the discipline “Ukrainian Language”, bilingual or integrated courses. Comparative analysis of model curricula declares their correspondence to the State Standard of Basic Secondary Education and the implementation of the competence direction of the language and literary scope of education. It is pointed out that the key parts of the curricula contain result, content and activity components. The advantages of each of the analyzed curricula are described. It is proved that the competence direction of programs is realized through the effectiveness and activity components. The expected learning outcomes demonstrate the level of language proficiency and cross-cutting competence skills. More to the point, the types of educational activities proposed in the programs make it possible to utilize theoretical language knowledge to explicate the phenomena of reality and solve life problems. In both programs, the applied nature of language education is strengthened, its reorientation to the activity dimension is expressed. The authors include working in groups, executing projects, processing information from print and digital sources, critically understanding it and using it for communication. Its adaptability to the practical needs of philology teachers has been expressed. It is justified that model curricula are a tool for introducing the fundamental ideas of the competence approach in daily educational practice.

РОЛЬ ЗВОРОТНОГО ЗВ’ЯЗКУ В АВТОНОМНОМУ НАВЧАННІ ПРОФЕСІЙНО ОРІЄНТОВАНОГО АНГЛОМОВНОГО СПІЛКУВАННЯ

Introduction. The article presents the results of experimental training on the role of feedback in autonomous learning of professionally oriented English communication. The purpose of the experimental study was to investigate the impact of feedback on the results of autonomous learning of prospective teachers studying the two-year university course «English for Professional Communication», as well as the interdependence of the level of students’ awareness of feedback and their existing level of learning autonomy. Methodology. In order to determine the level of students’ awareness of feedback and the level of learning autonomy, adapted questionnaires were used: 1) «Main Features of Student Feedback Literacy» according to four main groups of features (understanding the nature of feedback; forming opinions; controlling emotions; and responding); 2) «English Students’ Autonomy Competence» according to the main components (beliefs in autonomous learning; determining the language learning objectives; implementing appropriate language learning strategies; monitoring the process of autonomous learning; evaluating the effectiveness of autonomous language learning). To determine the level of English language proficiency and to study the relationship between the level of learning autonomy and the level of English language proficiency, control testing with the Preliminary English Test was conducted. Results and Discussion. The results of the study indicate the importance of using feedback in the process of learning English for professional communication, which helps students identify mistakes, improve skills. The use of feedback motivates prospective teachers, and helps adapt learning to their needs. It makes the learning process more efficient and helps to achieve a higher level of English language proficiency. Students who received constant feedback in the learning process demonstrated better achievement results in the discipline «English for Professional Communication». At the same time, the results of the study confirm that a higher level of students’ awareness of feedback is observed among prospective teachers who have a higher level of learning autonomy.

Prediction for CET-4 Based on Random Forest

This study is targeted to use AI (artificial intelligence) to predict the English proficiency test scores (CET-4) of students in private universities. The study will train and test multiple machine learning models using a dataset of students’ demographic information, English language background, and test scores. These models will use different algorithms such as linear regression, decision trees, and neural networks to identify patterns and relationships in the data and make accurate predictions. The study aims to develop a reliable and effective predictive tool for educators to assess students’ language proficiency levels and provide targeted teaching strategies. Comprehensive evaluation of students’ overall quality will play a crucial role in the prediction model. Factors such as educational resources, teaching methods, student learning habits, and learning atmosphere in each college will affect the accuracy of the prediction. The full-coverage classification prediction of student performance using modern scientific and technological strategies holds great research significance for private universities’ educational tasks and targeted teaching plans.

Development of professional foreign language competence within transport industry requirements

The labour market under current conditions is dynamic and non-homogeneous – it witnesses differentiation in terms of various phenomena and criteria, according to structural changes in the socio-economic environment of society. When considering the labour market requirements for foreign language proficiency, of crucial importance is to take into account the ultimate employers’ needs in the transport industry, the main one being maximum adaptability of graduates-specialists to practical activities in the relevant real sector of the economy. Industry-related educational institutions offer the integrated multi-level system of staff training, retraining and refresher courses conducted under the state regulation in order to meet the state needs. Therefore, to respond to the new challenges, which the transport industry is facing, the educational process continuity requires expansion of professional competencies into supplementary fields of knowledge, taking into account the international labour market condition. Among these, a high level of foreign language proficiency should be noted, which is a significant competitive advantage for a transport university graduate. The authors of the research formulated the industry-related requirements for the level of foreign language proficiency, determined the relevance of improving the quality of foreign language training of students at a transport university, and proposed the methodology guidelines for the use of mnemonics in the process of forming the professional foreign language competence of future economists.

Комплексная модель системы иноязычного обучения в высшей военной школе

To build a system of foreign language education in military universities using the modeling method, it is necessary to take into account all the key aspects of professionally-oriented subject training. A model of the system of foreign language education at the higher military school, including interrelated modules, is proposed: resource-normative (prerequisites, regulatory framework); axiological-target (concepts, goals, functions); theoretical-methodological (approaches and principles); content-technological (educational and professional communicative situations, content, technologies); procedural and evaluative (stages, levels of language proficiency, assessment indicators). The main structural elements of the model are described: functions (communicative, educational, ideological, informational, social, cultural, integrating, developing); approaches (competence, communicative, personal-activity, socio-cultural and others); content (language, speech, thematic and competence components); technologies (mnemonic circuits, design, gaming, problem-search, digital); language proficiency levels (low, elementary, basic, high advanced), etc. This model allows us to comprehensively consider the process of foreign language learning as a single set of interrelated elements and, based on this, manage the learning process.

Quantität des Inputs – eine ausschlaggebende Voraussetzung im Spracherwerb?

Access to language is a crucial factor in language acquisition, as the learner requires the necessary input to learn a new language. However, there is a question about whether the quantity of exposure to the target language is the key factor for a successful language acquisition. This study examines 80 students, with 10 students from each year from 5th to 12th grade, at a German high school in Romania. The students start learning the German language in kindergarten, meaning that they have their first contact with the language at the age of three, which could correspond to a gradual first language acquisition. They continue their language learning intensively in school, being exposed to at least five hours of German language every day. However, even after twelve years, their level of language proficiency does not reach the expected level of a near-native speaker. They conspicuously search for words and use an unusual sentence structure when they need to engage in free conversation. This study aims to answer the question of why, even after so many years of daily exposure to the German language, the students are not able to approach a near-native level, when according to the Goethe Institute, only 600 class hours of 60 minutes each would be necessary to reach the C1 level.

ЯЗЫКОВАЯ ТРЕВОЖНОСТЬ ПРИ ИЗУЧЕНИИ ИНОСТРАННЫХ ЯЗЫКОВ У СТУДЕНТОВ ЛИНГВИСТИЧЕСКОГО НАПРАВЛЕНИЯ ПОДГОТОВКИ

The author of the article examines the concept of foreign language anxiety, analyzing several aspects of it at once through the prism of the opinions of those experts who study this phenomenon from the moment of its creation to the present day. For the experiment, first- and second-year students of the linguistics department who speak English and study Spanish or German were recruited. The survey was conducted on the topic of the study using the methods “Foreign Language Anxiety Scale”, “State-Trait Anxiety Inventory” and “The Taylor Manifest Anxiety Scale”. The research was aimed at finding out the level of anxiety among students; to determine the influence of personal anxiety on language anxiety, which may occur among first- and second- year students, to establish the dependence of foreign language anxiety on the level of language proficiency; to identify the difference in the results of the study of “Foreign Language Anxiety Scale” in English and German / Spanish. The data provided by the students are summarized and analyzed, and it is concluded that the level of language proficiency affects the level of their foreign language anxiety.

'Diskursive Landeskunde' in Deutsch als Fremd- und Zweitsprache: Bestandsaufnahme, Herausforderungen und offene Fragen

The paper presents the state of the art within the discussion about the 'discoursive approach' of cultural learning in the field of German as a second and foreign language. It is argued, that the 'discoursive' approach is accepted by many as an interesting and promising paradigm shift that has created a new base of thinking about cultural learning and its relevance for learners of German, but that on the other hand some crucial questions and challenges still have to be answered: What do we mean by 'discoursive'? What about teaching simple knowledge of 'facts'? What level of language proficiency do learners need to be ready for 'discoursive' learning? Some of these questions are discussed in the paper and it will be shown, that we urgently need more efforts to implement the new approach in teaching and learning of German as a second or foreign language.

Sources and Countermeasures of Students’ Anxiety in Oral Examination – Take the IELTS speaking test for example

As English teaching in China has always been "cramming method", students’ shortcomings with oral English make them become anxious. Based on the three sources of anxiety —— the familiarity of the text content, the language proficiency level and feedback from others, this study has conducted semistructured interviews on six IELTS candidates and tried to summarize the countermeasures to overcome anxiety proposed by the interviewees, aiming at helping IELTS candidates reduce their anxiety about the oral test and providing certain reference value for future research on traditional oral English teaching.

Дидактический потенциал аутентичных рекламных текстов на занятиях по русскому языку как иностранному

The didactic potential of the texts of modern commercial advertising in Russian as a foreign language classes is studied. In the theoretical part of study, the authors turned to the foreign experience of considering authentic materials as a means of developing communicative competence in teaching foreign languages. Approaches to the concept of authentic materials, the principles of their selection and algorithms of application in pedagogical practice are systematized. The advertising text is considered both as a means of improving linguistic competence and as a tool for integrating cultural components into the learning process, the advantages and disadvantages of advertising texts in terms of their linguo-methodological function are identified, and criteria for selecting promotional materials for classes in Russian as a foreign language are formulated. As a practical material, an algorithm for working with advertising texts at different levels of Russian language proficiency is presented, sample tasks are proposed for use in Russian as a foreign language classes in accordance with the three classical stages of working with text: preparatory (pre-demonstration), cognitive (demonstration) and reinforcing (post-demonstration). In the work, such research methods as the descriptive-analytical method, the method of systematization and classification, the design method, as well as the communicative method of teaching a foreign language are used.