Russian Language Learning Research Articles

Digital resources in teaching Russian to Chinese students outside of the language environment

Introduction. Relations between China and Russia are becoming increasingly close, resulting in a high demand for Russian language specialists in the labor market. The lack of a language environment in Chinese universities is a pressing problem that teachers would like to solve. Therefore, the active implementation of digital technologies will undoubtedly compensate for this deficiency. The purpose of the study is to analyze the use of Chinese internet resources in teaching Russian language in Chinese universities. Materials and Methods. The study involved undergraduate, postgraduate and doctoral students studying in the fields of "Russian as a Foreign Language", "Philology", "Linguistics" and "Russian Literature". A total of 117 respondents from nine higher education institutions in Russia and China. These institutions include Heilongjiang Institute of Foreign Languages, RUDN, Moscow State University, Moscow State Pedagogical University, Institute of China and Modern Asia of the Russian Academy of Sciences, Bauman Moscow State Technical University, Russian State University of Tourism and Service, Inner Mongolia University, and Yili Pedagogical University. The research methods employed in the study were analysis of scientific and scientific-methodological literature, observational (monitoring of online and distance learning), diagnostic (interviews with teachers, student surveys), and statistical analysis. Results. It was found that Chinese students do not know which form of education is most preferable outside of the Russian-speaking environment (35.9% – online, 37.61% – in-person, 38.46% – blended). However, respondents (67%) stated that various online resources provide significant help in learning the Russian language. The most popular programs and platforms were Chinese Dingding and Tencent Meeting, international Microsoft Teams and Zoom. Not all Russian-language dictionaries are available online for Chinese people, which is why the share of translation programs assisting in learning Russian language has increased (over 70%). The most frequently used Chinese dictionary was "Qianyiciba" (62%), and the most popular websites include Google Translate, Yudao Translator, Baidu Translate, and Bilibili. It has been proven that among the main problems hindering the process of learning Russian language in online and distance learning formats, psychological discomfort, lack of communication, increase in independent work, and individualization in learning considering the personal needs of students should be highlighted. Conclusion. The results obtained make it possible to determine the prospects for using digital resources in teaching Russian as a foreign language to Chinese students outside of the language environment.

ISSUES OF DEVELOPMENT OF THE KAZAKH LANGUAGE TRAINING CORPUS

The creation of national corpora is an urgent problem of the modern digital era. The creation of corpora in the world linguistics began in the middle of the last century. The experience of creating a corpus of the first English language served as a basis for creating corpora of other European languages, as well as Russian and Turkic languages. Research and teaching corpora, which were previously carried out manually, have achieved great results through the use of. The corpora provided the user with more materials, created new dictionaries and facilitated linguistic research. The number of corpus users increased day by day. Such needs favored the creation of corpora depending on the purpose of the user. For historians or researchers of historical linguistics – historical corpus, for translators and language learners – parallel corpus, for researchers of speech peculiarities and development of speech culture - there was a need to create oral corpora. At the same time, there is an urgent need to create educational corpuses – the only tool for digitalization of education. An educational corpus is an information and corpus base for language learners. The article gives an overview of the world experience in the development of educational corpora. The questions of what texts are contained in the text base of English, Russian language learning corpora, what linguistic information is provided to linguists, etc. are studied. The necessary prerequisites for thedevelopment of the Kazakh language training course being developed at the A. Baitursynov Institute of Linguistics will also be determined. Metadata and linguistic markups aimed at teaching/learning the language, ways of adapting reference tools to Kazakh language acquisition by language learners, computer-software methods are considered.

Personalization in higher education: Textoriented learning of Russian

One of the main goals of Russian higher education is to train a professionally competent specialist. In this regard, personalization of education, which concerns various aspects of the formation of students’ personal potential, is becoming increasingly relevant in our universities. This, first of all, refers to the leading modern principles and methods of teaching when the key role belongs to the language training of a modern specialist, i.e. their mastering the language - native and foreign, as well as the development of information and professionally oriented communicative competence.The scientific novelty of the research lies in highlighting the modern approach to the personalization of learning in teaching the Russian language, taking into account the students’ individual learning trajectory. The article touches on the issues of teaching the Russian language in higher educational institutions of Moscow. We consider the process of teaching Russian as a native, non-native and foreign language to students from different regions of the country and foreign countries in a technical and pedagogical university under personalization conditions. Russian language learning means the development of all types of students’ speech activity, moreover it contributes to mastery of their future specialty language - professional Russian. The article presents a selection of current didactic materials containing the spelling patterns, punctograms for working on language norms and spelling skills of students, as well as tasks that contribute to the development of communication skills.

Организация обучения русскому языку как иностранному в школах Азии, Африки и Латинской Америки на основе российского учебно-методического онлайн-комплекса как стратегия экспорта образования

The aim of the research is to substantiate the high relevance of expanding pre-university Russian language education programs abroad to increase the level of Russian higher education export in terms of boosting demand among young people from Asia, Africa and Latin America. The paper examines the current picture of pre-university forms of Russian teaching abroad and determines the most effective form; investigates the existing conditions for the implementation of this form in Asia, Africa and Latin America and identifies the type of Russian methodological support necessary for its scaling. The scientific novelty of the research lies in defining one of the key conditions for the successful expansion of pre-university Russian language teaching programs abroad that consists in the organization of teaching the subject “Russian language” in foreign schools through the implementation of digital methodological support in the form of a Russian online training package to assist countries that do not have long-term experience in the implementation of Russian as a foreign language training programs. As a result of the research, the prospects of promoting the inclusion of the subject “Russian language” in the programs of foreign schools as a second foreign language in Asia, Africa and Latin America have been substantiated, as this form of education contributes to the effective organization of pre-university Russian language learning and the creation of positive ideas about the scientific and technological development of Russia among schoolchildren, forming their motivation and communication competencies for admission and successful study in Russian universities.

Russian literature in teaching Russian as a foreign language

The promotion of the Russian language in the world is one of the main goals of the modern Russian education strategy. An important part of this problem is teaching Russian to foreigners in Russian universities. The current problem of modern Russian studies is the search for the most effective forms, methods and means of Russian language learning. Teaching Russian to foreigners should be built on an interdisciplinary basis. The most important component of teaching Russian to foreign students is literature. Turning to it, foreigners get acquainted with the history, culture and traditions of Russia from different eras. Russian literature is very popular in different countries. The works of Russian writers are studied in schools and universities in China.The article presents the authorial method of teaching the Russian language to Chinese bachelors and masters based on a graphical and symbolic analysis of Russian literature. Our methodology uses the practice-oriented traditions of semiotics, mnemonics and ergonomics. When studying Ivan Turgenev’s story “Bezhin Meadow”, we focus on the features of its analysis in the Chinese audience. This lesson is preceded by a historical-literary and cultural commentary of the teacher who uses various multimedia tools. An integral part of our methodology is the creation of an adapted educational text with marked stresses, vocabulary work and various types of retelling, grammar tasks and a graphic drawing of the analyzed text. With this approach to the educational process, foreign students develop visual memory, better understand Russian grammar and improve oral coherent speech, which contributes to a deeper and more meaningful interest in the Russian language. The use of modern technologies, while working on a literary text, helps foreign students to better understand the national flavor of Russian literature. The study has led to the need to implement new approaches to teaching the Russian language to Chinese students at the North-Eastern Federal University named after M.K. Ammosov.

Linguodidactic potential of coloratives in M. Prishvin’s works

The article raises the issue of the linguodidactic potential of coloratives (color denoting words) based on the analysis of M. Prishvin’s tale-story “The Carvel Thicket”. We suggest that any analysis of a literary work involves the study of emotional, psychological, aesthetic and linguodidactic functions of the language used by the author. It helps to show the writer’s world view and the world seen through the eyes of the characters, and to convey the atmosphere of the epoch, scene and events. At the same time, each color, while having its own national and cultural symbolic meaning, has an individual artistic interpretation, thus a special linguocultural comment is required. This Prishvin’s work includes examples of the color semantics extension of the colorative yellow enhancing its meaning. This color, in contrast to ‘red’ and ‘green’, which are used to describe the living pine forest causing admiration, symbolizes the loss of this earthly beauty at the end of the story. “The yellow mass of the round forest”, “skinned yellow whips”, “the dead ones” – in this way M. Prishvin describes the forest emphasizing this color polarity. The article pays special attention to the linguadidactic potential of coloratives: by using the linguistic analysis of coloratives we can develop speech skills formation and international students’ figurative and aesthetic thinking in the course of Russian language learning and reading Russian literature.

The Tatars of Siberia learning the Russian language in the late 19<sup>th</sup> – early 20<sup>th</sup> centuries

This article is devoted to the history of Russian language learning by the Tatars of Siberia in the late 19th–early 20th centuries. In accordance with the Rules on Measures for the Education of the Inorodets (national minority) Inhabiting Russia, Approved by His Majesty on March 26, 1870, schools were established where Muslims learned Russian and other secular disciplines as part of the primary school curriculum. The Tomsk Russian-Tatar School was the first to be established. It was opened in the 1875-1876 academic year. With the development of Jadid education in Siberia, from the end of the 19th century and especially after the Russian Revolution of 1905-1907, the Russian language was introduced in madrasahsand maktabs. The most important phenomenon was the creation of women’s maktabs, where, along with religious subjects, girls began to study secular disciplines. At the same time, Russian-Tatar schools were created in accordance with the education reform carried out by P. Stolypin, the Chairman of the Council of Ministers of the Russian Empire, and the introduction of a number of new Rules of the Ministry of Public Education (MNE) on the education of non-Russian peoples. In Siberia, the most significant examples were the Russian-Tatar school in Tyumen, opened in 1913, and the Tomsk two-class Russian-Tatar school, opened in 1913 in memory of the centenary of the Patriotic War of 1812. Along with education for Tatar children in Tomsk, courses for adults were run in Tomsk from 1909. In 1916, training courses were organized in Tomsk, where Muslim youths (primarily Tatars and Kazakhs) could prepare for a teacher’s certificate and a certificate of maturity exams. Russian Muslim libraries played an important role in familiarizing the Tatar population with Russian culture. Along with the periodicals and books in Tatar, other Turkic languages of the peoples of Russia and Arabic, there were periodicals and books in Russian. Thus, by the revolution of 1917, a whole set of Tatar Muslim educational and cultural-educational institutions had emerged in Siberia, which made it possible to study and further improve the level of proficiency in the Russian language and literature.

A textocentric case as a linguo-didactic basis of the modern Russian language lesson

The meta-disciplinary status of the academic subject "Russian Language" determines the specific features of its teaching strategy. The speech development of a student’s personality should be the main objective of Russian language teaching. It is legitimate to consider the communicative-activity approach as the framework for language education. This choice is conditioned by the need to form students’ ideas of language as a communication tool. Thus, the topical issue in the modern educational environment is to search for and implement while teaching Russian such organisational forms that would contribute to students’ speech development. The case method seems to be a productive way of organising the educational process. The approach balances the communicative aspect with the development of students’ cognitive and regulatory skills. Moreover, it promotes their autonomous work. Besides, cases enable teachers to shape the educational process based on the textocentric principle of Russian language learning. It is through working with text that students comprehend language as a means of fulfilling communicative objectives. The paper aims to provide a rationale for the principles of constructing a textocentric case as the linguo-didactic basis for modern lessons of Russian. We propose a concept of the structural organisation of a textocentric case. It consists of a text, additional materials, and a set of questions and assignments whose purpose is to interpret the text, enhance cognitive activity as well as facilitate students’ speech creation development. The logic of compiling a list of questions and assignments teachers select is based on their division into blocks. These enquires and tasks are preparatory, perceptual, intratextual, contextual, and project-speech-creative. They are combined into blocks depending on their common specific goal. Achieving this objective becomes a stage in comprehending the text and the role of linguistic phenomena functioning in it. We also provide a case example consistent with the defined concept.

The linguocultural phenomenon of internet resources: the effectiveness of using podcasting in the russian language learning

The linguocultural phenomenon of internet resources: the effectiveness of using podcasting in the russian language learning

On the relevance of the functional approach to the modern Russian language orthography

The article deals with the principles of analysis and description of the Russian language based on the functional approach. The aim of the study is to identify the role of orthography in society and language, and the features characterizing the implementation of the general patterns of language units’ functions (graphemes, phonemes, morphemes), which determine the formation of orthography principles. Taking into account modern linguistic theory, we demonstrate, based on the mechanism for implementing positional variants of language units, the regularities of applying the morphological principle not only to the way individual morphemes are written, but also to the structure of the Russian language as a whole. In this regard, we propose to consider orthography not as a set of rules, but as the most important means of maintaining the unity of the oral and written forms of the language. Thus, we conclude that literacy is not limited to observing the norms of the literary language, orthography norms reflect the desire to most adequately reflect the standard of its units (morphemes) in the written form of the language existence, and this must be taken into account when forming a system of orthography rules. Accordingly, orthography, as one of the most important components in the Russian language learning, should be taught through the prism of a reference image formation of a certain circle of words whose knowledge determines the level of literacy.

The Features of Phrases in the Interlanguage of Chinese Students Studying Russian

The purpose of the study is to find out the features of phrases in the interlanguage of Chinese students studying Russian language. By analyzing a number of works related to the term "interlanguage", comparing the concept of interlanguage in the publications of various specialists, in the article the concept of the term "interlanguage" is clarified, which has been updated in recent years in Russian and foreign linguistics, and similarities and differences in their understandings are found. Highlighting the features of phrases in the interlanguage of Chinese student studying Russian language is an important and urgent task that contributes to the study of interlanguage as a whole. The subjects of the research are oral and written language materials collected by teachers with the help of classroom tests and homework among two groups of Chinese philology students studying Russian language at the Faculty of Philology in Peoples' Friendship University of Russia. Scientific novelty of the study lies in the fact that the authors for the first time systematically summarized and analyzed such features of phrases in the interlanguage of Chinese students studying Russian language as literal translation from native language to target language, the absence or excessive use of preposition, incorrect choice of preposition in phrases in the interlanguage of Chinese students studying Russian language, and the reasons for the existence of these features. The result of the study provides useful advices in the direction of improving the effectiveness of learning Russian language – in classes of second language acquisition, especially in classes of teaching Chinese students Russian language.

Assessing the General and Academic Lexical Competencies: Evidence from Online Russian Vocabulary Size Test and Word Associations Test (RL)

The study aims to assess the general and academic lexical competence of university students and develop an educational strategy for Russian language learning using media content. The present study examines the general and academic productivity and satisfaction of students. The sample included 120 individuals. The study uses multiple testing methods including two different vocabulary tests, written and oral assignments, and the post-experimental questionnaire. The data collection was performed in September, the autumn semester of 2020. The participants were tested using the Vocabulary Size Test and Word Associates Test (RL). Vocabulary size and depth were analyzed using descriptive statistics. The scholars identified that the students had strong general and academic vocabulary knowledge. At the same time, students used high-frequency words more often than low-frequency words and academic vocabulary. Moreover, productive vocabulary assessment showed poor results in terms of receptive vocabulary knowledge. In this case, students could not use lexical competence and lexical knowledge in language activities. Thus, the choice of the most effective method for teaching the Russian language depended on the data of residual knowledge and the combination of traditional language learning methods and media content.

Phrasebooks and Dictionaries in the Formation of Cross-Cultural Competences of Chinese Students Studying Russian

A key indicator of the quality of professional education is the employment of graduates, including those in the international labor market. The noticeable interest in Russian language learning within the framework of China’s international initiative “One Belt, One Road” is caused by the need to train transnational personnel for international corporations. Therefore, one of the tasks of modern educational practice is to find effective means of forming cross-cultural competences in the process of teaching Russian as a foreign language. The aim of the article is to identify the potential of phrasebooks and dictionaries in the formation of cross-cultural competences of students. On the basis of the study of scientific articles and dissertations, methodological literature the potential of phrasebooks and dictionaries in the formation of cross-cultural competence of Chinese students studying Russian will be substantiated. Methodology and research methods. Within the framework of this article we relied on axiological, sociocultural and interdisciplinary approaches. The method of aspect analysis of scientific and scientific-methodological texts in Russian, English and Chinese was used. Results of the research. Reference textbooks on Russian as a foreign language - phrasebooks and dictionaries can be the means of formation of cross-cultural competences. Russian-Chinese phrasebooks and dictionaries should enhance the potential of forming cross-cultural competences of students. Conclusion. Phrasebooks are considered as a tool to overcome speech errors, a means of incultural socialization of foreign students. Phrasebooks perform the role of a living foreign language as they contain ready-made culturally specific texts for actual speech activities in the multicultural linguistic community. Under the conditions of transnational production relations the educational potential of phrasebooks is expanded in the context of forming cross-cultural competences of students.

An Analysis of the Negative Conceptual Transfer of Chinese Language to Chinese Students' Learning and Use of Russian Sequences

As Chinese students learn and use Russian language more and more, the influence of Chinese on Russian language learning is becoming more and more obvious. Due to the different cultural contexts of Chinese and Russian, there are relative differences in language order, leading to the phenomenon of negative conceptual transfer from Chinese to Russian, and the negative transfer of Chinese language order brings learning obstacles to Chinese students' learning of Russian. In this paper, we discuss and analyse the causes of negative transfer and propose corresponding learning strategies to help Chinese students learn Russian by discussing the concept of negative transfer and combining it with the current problems of Russian language use.

Egyetemi nyelvi képzés a Közép-Duna Menti Térségben

University language training in the Middle Danube RegionZoltán KoltaiThe University of Pécs provided in 2021, in connection with the Paks II project, online English and Russian language learning, free of charge, for adults living or working in the settlements of the Middle Danube Region, or in the towns Bonyhád and Dombóvár. The aim of the programme was thepreparation of the inhabitants or the labour force of the area for personal communication with the foreign employers and their family members arriving for the implementation of the Paks II investment. The implementation of the training took place with the involvement of language teachers provided by two faculties of the University of Pécs: the Faculty of Humanities and SocialSciences and the Faculty of Cultural Sciences, Education and Regional Development. The paper demonstrates the major steps of the organisational process of the programme, with special emphasis on the challenges related to online implementation, and also focuses on the achievements.

TEACHING RUSSIAN IN GERMANY

The historical prerequisites for the emergence of Russian-German relations go back to the seventeenth century. Currently, despite the deterioration of the geopolitical situation in the world, relations between Russia and Germany remain quite close, and according to data for 2022, three million Russian-speaking people live in Germany. Russian Russian language learning in Germany, the levels at which the Russian language is taught, as well as the future prospects for the development of Russian language teaching in Germany are considered in this article.

On Cooperation between Northeast China and the Russian Far East in the Field of Education (1990-2022)

The object of this article is Russian Sinology The subject of the study is the process of spreading university studies in the Far East. The goal is to reveal the main directions and activities of educational contacts, to show their role in the spread of Sinology in the Far Eastern region of the Russian Federation. The author used the methods of scientific cognition in the article, followed the principles of conceptual consistency in the presentation of the material. Today, the expansion and deepening of scientific and educational contacts between the Russian Federation and the People's Republic of China as the most important factors of interaction between countries in various fields. Unfortunately, the issues of analyzing the activities of regional scientific and educational complexes in the field of Chinese studies are not sufficiently reflected in modern scientific literature. In this article, for the first time in Russian historiography, an attempt is made to specifically investigate educational contacts in the Far East. The author examines the main directions and important achievements of their interactions and summarizes the historical experience of cooperation between neighboring regions of the two countries during this period. Thus, thanks to their active interaction in order to increase educational competitiveness, many useful exchange programs for students, teachers and co-education have been implemented in the field of education. Groups of Chinese language learning in the Russian Far East region and Russian language learning in the Northeast of China have become widespread.

Linguistic games as a mean of forming interest in the Russian language learning

Linguistic games as a mean of forming interest in the Russian language learning

Study of Scientific Terminology by Arabic Students Learning Russian Language (on the Example of Mathematics)

Study of Scientific Terminology by Arabic Students Learning Russian Language (on the Example of Mathematics)

Лингводидактический потенциал инфографических текстов в преподавании русского языка как иностранного в условиях дистанционного обучения

The paper reveals linguo-didactic potential of infographic texts when teaching Russian as a foreign language to distant learners. The article examines the advantages of using infographics when teaching Russian to foreign students. Scientific originality of the study involves a comprehensive approach to the use of infographics as a means of educational material visualization in a mixed level class under the conditions of distant Russian language learning. The research findings are as follows: the author justifies the efficiency of using different types of infographic texts at different stages of teaching Russian as a foreign language, special attention is paid to the specificity of distance learning.