Preparatory Faculty Research Articles

Enhancing the adaptation of international students to life and study in Kazakhstan

ABSTRACT The significance of this study is highlighted by the various challenges faced by international students in the educational process in Kazakhstan. The main objective was to explore the unique aspects of these students’ adaptation within higher education institutions. The research methods utilized included surveys, interviews, logical analysis, and functional analysis. Throughout the study, has been identified the difficulties encountered by foreign students during their adaptation period. This was achieved through conducting interviews like ‘Your Life and Study at the Preparatory Faculty’ and ‘A Man Among People,’ as well as administering the ‘Study is Your Present, Which Defines Your Future’ questionnaire, among other techniques. These methods allowed us to examine trends in the responses of foreign students to generalized scenarios they encounter during adaptation. The study found that foreign students in Kazakhstan face significant challenges, including psycho-physiological difficulties, educational barriers, and socio-cultural adjustments, influenced by language proficiency and social relationships. It highlights the importance of creating a supportive and inclusive environment for successful adaptation. The practical importance of the findings lies in the recommendations and strategies proposed to accelerate and improve the efficiency of foreign students’ adaptation in Kazakhstan across all essential areas.

Linguistic intuition in the system of teaching Russian as a foreign language at the pre-university stage

The relevance of the study is due to the lack of methodological complexes designed to develop linguistic intuition among foreigners studying the Russian language at pre-university stage. Foreign students at the initial level of education usually use linguistic intuition formed in their native language, but observations show that a full-fledged linguistic intuition in Russian-language speech communication is based on the automatic use of elements and constructions of the Russian language. The purpose of the study is to substantiate the need for consistent use of tasks that contribute to the automated speech skills and stimulate linguistic guess in the process of teaching Russian as foreign language. The following methods were applied: observation of the communicative activities of students learning the Russian language with the proposed methodology, analysis and synthesis of results, as well as observation in order to identify difficulties in achieving automaticity of speech skills and the use of linguistic intuition. The research was conducted at the elementary and basic levels of teaching the Russian language to Iranian students of medical and biological specialties at the Preparatory Faculty of the Kazan (Volga Region) Federal University. A methodology has been developed, based on the system of phonetic, lexical-grammatical and text tasks for classroom and independent work. The training complex uses elements of critical thinking to form and improve speech and cognitive skills that will help foreign students develop the ability to independently solve various communicative problems. Provided that tasks for developing intuition are regularly completed at classroom, it seems promising to achieve freedom of speech behavior of foreign students in communicative acts of various types.

Этнокультурная составляющая процесса обучения русскому языку китайских учащихся-филологов (уровень А0–А2)

The article is devoted to the study of the ethnocultural component of the educational process of Chinese philology students. The purpose of the study is to build a professionally oriented model for preparing foreign students for intercultural communication in Russian. The research material consisted of video and audio recordings of educational work in Russian in the conditions of Russian preparatory faculties. Research methods – analysis of theoretical models presented in modern literature on teaching the Russian language in Chinese audiences; generalization of one’s own practical experience; modeling the educational process with the inclusion of an ethnocultural component in the model. As a result of the study, the authors come to the following conclusions: as an optimal methodological basis, one should choose a variable model of personal-activity learning, based on anthropological, communicative and cognitive principles in a complex, which will allow to include in training, on the one hand, ethnocultural component, on the other hand, will not disrupt the processes of comprehensive learning and the formation of a linguistic personality as an integral phenomenon. As an integrative component, the model presents a metatext that is relevant for Chinese philology students, based on the standardized intention «General characteristics of an object». As a result, students, relying on ethnocultural potential and the ability to build communication in Russian, by the end of the first semester master the A2+ level and are ready to work in the second semester to study special philological disciplines directly in Russian.

ADAPTATION OF FOREIGN STUDENTS TO THE CONDITIONS OF LIFE AND STUDY IN KAZAKHSTAN

The relevance of this study is justified by the presence of problematic aspects that foreigners face in the educational process in Kazakhstan. Thus, the purpose of this work was to investigate the features of adaptation of these students in higher education institutions. The methods employed included questioning, interviews, logical analysis, functional analysis, and others. During the course of this study, the problematic aspects that foreign students encounter during adaptation were considered. This was accomplished through conducting interviews, such as “Your Life and Study at the Preparatory Faculty” and “A Man Among People”, as well as administering the “Study is Your Present, Which Defines Your Future” questionnaire 66 Duman Kaikenov et al. and other techniques to reveal all fundamental aspects. An opportunity was provided to examine trends in foreign students' responses to generalized descriptions of situations occurring during the adaptation period. Anxiety was identified as one of the common negative factors that hinder the rapid process of adaptation of foreign students. The practical significance of the results obtained lies in the provision of recommendations and algorithms that can expedite and enhance the efficiency of the adaptation of foreign students in Kazakhstan in all crucial areas.

Intellectual analysis of foreign students’

To optimize the learning process and improve the quality of professional training of foreign students, the study considers the process of forming the readiness of foreign students to study at a Russian university. The formation of readiness was analyzed within the framework of the pedagogical system of the preparatory faculty, which foreign students study. The study of the main components of the pedagogical system was carried out using Orange Data Mining, an intellectual analysis tool applied to the results of a survey of foreign students. For the majority of respondents, the main goal of studying at the preparatory faculty is the study of Russian language and education in Russia. After receiving their education, most students plan to work at home, and some want to work in Russia, the United Arab Emirates, Canada, the USA, Iraq, Germany, and Australia. The teaching process is characterized by the following features: a decrease in the level of basic training of foreign students, the difficult development of the Russian language, absenteeism and failure to complete homework. In the process of studying, foreign students had psychological and personal problems, problems associated with living in a hostel, met with methodological and organizational difficulties. 19% of respondents did not mention any difficulties. Despite the existing difficulties, 93% of students are satisfied with the format of training and the content of disciplines; 96% of students are satisfied with communication with teachers and the quality of teaching. The readiness of foreigners to learn a specialty in Russian is expressed in the knowledge of the Russian language, in the formation of motivation, activity and methods of activity and communication, which constitute the means of learning in the new educational and pedagogical environment. The formation of readiness is determined by psychological, social, pedagogical and temporal factors. The success of the readiness formation process depends on how active the students are and how the pedagogical system helps to overcome difficulties. An analysis of the respondents’ opinions made it possible to build a model of the pedagogical system, which identifies the factors that influence the formation of the readiness of foreign citizens to study a specialty at a Russian university.

Використання досвіду Інституту польської глотодидактики Ягеллонського університету у Львівському національному університеті імені Івана Франка

The article concentrates on the current state and prospects of the development of linguodidactics of Ukrainian as a foreign language at the Ivan Franko National University of Lviv in the post-war period. One of the new solutions in this direction is the opening of an institution like the Institute of Polish Glottodidactics of the Jagiellonian University as a separate division of the Faculty of Philology, which, on the one hand, is engaged in training and certification of foreign students’ knowledge of Ukrainian as a foreign language, and, on the other hand, has become a research center that trains specialists in teaching Ukrainian as a foreign language, develops methods of teaching Ukrainian as a foreign language (as a second or inherited language), conducts scientific research, as well as organizes conferences, symposia and trainings for Ukrainianists from various centers around the world. In the future, this will not only help to reorganize the work of preparatory faculties (departments), departments of Ukrainian Studies, centers of international education of Ukrainian universities, but also to popularize the Ukrainian language, history and culture around the world. Today, this issue is often raised at many conferences and meetings, but there is no unequivocal answer either from the state or individual institutions. Therefore, the Institute of Polish Glottodidactics, which has gone through a long and difficult path of formation, can become a good example in the implementation of this idea.

ПРИМЕНЕНИЕ МЕТОДИКИ "ЖИВАЯ РЕЧЬ" НА НАЧАЛЬНОМ ЭТАПЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

The article summarizes for the first time the experience of teaching Russian as a foreign language at the preparatory faculty according to the methodology based on the educational and methodological complex "Live Speech" in an experimental group of students. The order of presentation of the material and its impact on the assimilation of information is analyzed. The article characterizes the peculiarities of the methodology of teaching Russian as a foreign language, combining a communicative approach and reliance on grammar. The conclusion is made about the effectiveness of the methodology and the need to find new effective approaches in teaching Russian as a foreign language at the initial stage of training.

ОСОБЕННОСТИ АССОЦИАТИВНО-СЕМАНТИЧЕСКОГО ПОЛЯ СЛОВА-СТИМУЛА «РОССИЯ»

The article presents the data of the free associative experiment conducted at the Irkutsk State University among international students of the preparatory faculty, studying Russian as a foreign language. During the experiment, the students filled in a questionnaire, which was aimed to identify words-reactions to the word-stimulus “Russia“. The article substantiates the idea that the words-reactions to the word-stimulus «Russia» are connected with cultural linguistics. Based on the data obtained associative fields of the word-stimulus “Russia“ and reference models of this concept were developed. The result of the study was to create the reference models of the word-stimulus “Russia“ and to identify new meanings of words-reactions to the word-stimulus “Russia“ through the already existing meanings.

Readiness comparison of foreign students of different directions to study at a Russian university

An effective system of pre-university training is the key to the competitiveness of Russian universities in teaching foreign students. The study is devoted to a comparison of the processes of formation of readiness, typical for students in different areas: engineering, humanitarian, economic and biomedical. The comparison was carried out on the basis of an intellectual analysis of the opinions of foreign students about studying at the preparatory faculty of the Russian Technical University. There were no particular differences in the factors influencing the readiness to study in different areas. On the contrary, according to the results of the study, it is possible to identify a number of problems common to respondents from different areas of study, and to form algorithms for leveling them within the framework of the pedagogical system of the preparatory faculty. These algorithms could become the basis of an adaptive technology for forming the readiness of foreign students to study at a Russian university.

Социокультурная адаптация к условиям ведомственного вуза и психологические особенности обучения иностранных граждан подготовительного факультета и младших курсов

The authors of the article discuss actual problems of socio-cultural adaptation to the conditions of a departmental university and psychological features of teaching students of the preparatory faculty and junior courses a foreign (Russian) language, taking into account national linguistic and cultural characteristics. The authors describe the features of foreign students condition at the begining stages of their educational activities, offer relevant methods of psychological and educational-methodical work with them.

«Уроки выходного дня» как методический прием формирования умений устной речи на русском языке иностранных студентов в рамках ситуативно-обусловленного латентного обучения

The aim of the study is to show the expediency of using a situated approach to teaching Russian as a foreign language (RFL) to foreign students in conditions of latent learning. The paper is the result of a thorough understanding of the practical experience of RFL teaching at the preparatory faculty of the Udmurt State University. The paper analyses the types of speech situations and educational speech situations in terms of the advantages and disadvantages of using them in the educational process; considers the issue of a successful use of situated learning in RFL teaching. Main attention is focused on the possibility of implementing situated learning in real communication in a latent, covert, implicit manner. Scientific novelty of the study lies in developing the methodological technique “Weekend Lessons” in order to form oral speech skills among preparatory faculty students. As a result, the main levels of speaking skills formation using the methodological technique “Weekend Lessons”, the stages of implementation of the specified methodological technique have been characterised, recommendations for its further application in the practice of RFL teaching have been provided.

STUDY OF THE UKRAINIAN LANGUAGE BY FOREIGN STUDENTS OF THE PREPARATORY DEPARTMENT BY MEANS OF ICT

The article covers theoretical and methodological problems of teaching Ukrainian language to foreign students at preparatory faculties on the basis of personally oriented, competent and communicative paradigms. The expediency of using information and computer technologies to form the communicative competence of foreign listeners is substantiated. It was found that communicatively oriented texts positively affect perception and assimilation of educational material, the examples of assignments that have passed preliminary testing in the classroom are presented. Methodical advantages of learning Ukrainian as a foreign language using multimedia are demonstrated. It was found that this method has a greater degree of interactivity of learning, allows you to choose the pace and level of tasks, improves the speed of assimilation of grammatical constructions and the accumulation of vocabulary. The use of interactive video clips during oral language learning is substantiated. It has been proven that, by showing tables, photos and drawings on the topic of language communication, the principle of visuality is implemented.The modern approaches to study the Ukrainian language as a foreign language are presented. In this article the potential using of computer technology and the Internet during the learning of Ukrainian language are highlighted. The problem of selection of educational material that is used on computer media and Internet have been violated. The article analyzes the main aspects of the use of information and communication technologies in the study of the Ukrainian language as a foreign language, suggested the experience of using new information technologies, telecommunications in the study of the Ukrainian language as a foreign language; the positive aspects of innovative learning technologies, which are expedient to use in the learning process, are shown. Key words: adaptation, communication, text, competence, communicative approach.

Обучение китайских студентов русским фразеологизмам с глаголами движения как компоненту курса русского языка как иностранного

The aim of the study is to provide effective tasks for teaching phraseological units with verbs of motion to the Chinese students based on the identified problematic linguistic areas. The paper attempts to identify linguistic problems that the Chinese students have in the process of studying phraseological units with verbs of motion by comparing a number of phraseological units of both languages, checking the degree of knowledge of selected phraseological units among the Chinese students who graduated from the preparatory faculty. The scientific novelty of this study lies in the presentation of improved tasks for the study of phraseological units with verbs of motion in the Chinese audience, based on the method of relying on the native language. As a result of the study, methodological recommendations were formulated, thanks to which the Russian as a foreign language teacher will be able to solve the linguistic problems associated with teaching phraseological units with verbs of motion to the Chinese students.

Объективные и субъективные трудности в процессе изучения русского как иностранного (на примере китайских студентов НИУ «Белгородский государственный университет»)

The aim of the study is to determine the objective and subjective difficulties in the process of learning Russian as a foreign language by the Chinese students - non-native speakers. The article attempts to assess the objective and subjective difficulties that are relevant for the Chinese students in the course of mastering the Russian as a foreign language program, classify these difficulties and determine what pedagogical conditions need to be created to overcome these difficulties at the Preparatory Faculty of the Belgorod State Research University. The results of a survey of the Chinese students from Preparatory Faculty regarding the difficulties they experience in the process of studying Russian as a foreign language were used as factual material. The scientific novelty of this study lies in supplementing the existing classification of objective and subjective difficulties (N. S. Brem, 2020) in the process of learning Russian as a foreign language by the Chinese students - non-native speakers. As a result, the pedagogical conditions were determined, aimed at overcoming the identified difficulties in teaching Russian as a foreign language to the Chinese students.

Teaching Russian as a foreign language during the COVID-19 pandemic

Foreigners coming to the Russian Federation must learn Russian as a foreign language to be able to enter professional programs at Russian higher education institutions. Unfortunately, many foreign students entering medical faculties often lack the required academic level of proficiency in Russian. For this purpose, Russian higher education institutions develop online courses and introduce additional digital resources into the educational process. The need for high-quality educational content has escalated by the COVID-19 pandemic. That is why the Peoples’ Friendship University of Russia invites foreign students in biomedical pre-university programs to take an online course in the scientific style of the Russian language from the elementary level to B1. The objective of this study was twofold: first, we attempted to examine how the students’ attitude towards Russian as a foreign language, motivational sphere, and performance change as they take the course; next, we examined the level of satisfaction of foreigners with such courses in two years - in 2018, during the pre-pandemic period, and in 2021, when the COVID-19 pandemic had a clear impact on the extensive use of distance learning. For this purpose, we used modified questionnaires by \textcite{orlov_kolmogorov_2014}, and created a questionnaire all foreign students were asked to answer upon completing the courses. The study showed that foreign students of the biomedical profile who study at preparatory faculties on the proposed courses in 2018 and 2021 exhibited significant differences in the motivational sphere, the nature of their attitude towards the applied online courses. These findings allow us to conclude that the applied online courses are a valid supplemental form of training that can be used during any situation that causes in-person instruction to be impractical and can be used as material for independent work within the traditional classroom teaching system.

Успешность усвоения китайскими студентами глаголов движения как компонента содержания обучения РКИ (на примере отсроченного тестового опроса)

The aim of the study is to analyze the success of mastering verbs of motion by Chinese students of Belgorod State National Research University in the process of teaching Russian as a Foreign Language. The difficulty of mastering of this component of the program by Chinese students at the preparatory faculty is determined by crosscultural and mental barriers while studying Russian verbs of motion arising from insufficient comparative analysis of Russian verbs of motion and their Chinese equivalents according to differentiating semantic features: direction of movement, mode of transportation and nature of orientation. The scientific novelty of the study lies in identifying difficulties in mastering verbs of motion in the Russian language by Chinese students and substantiating the causes of these difficulties. As a result, practical and methodological recommendations have been formulated for Russian as a Foreign Language teachers on training Chinese students in verbs of motion based on the comparison of Russian verbs of spatial meaning and their Chinese counterparts regarding objective and subjective reference points.

Distance learning: from an online lesson to a digital preparatory faculty

Introduction. Due to the epidemic of coronavirus infection, the forced conversion to distance learning has forever changed the format of education for foreign citizens. The modern educational situation requires adequate methods and techniques of teaching from the teacher and from the educational institution. In these circumstances, online classes have become particularly relevant. The organization of a digital preparatory faculty can positively influence the practice of distance teaching of Russian as a foreign language and other disciplines necessary for admission to Russian universities. The purpose of the article is to identify the possibilities of distance teaching of Russian as a foreign language and the prospects for the development of online courses within the digital preparatory faculty. Content and methods: in the article we use the analysis and synthesis of methodological literature and normative documents, comparison, abstraction, modeling and forecasting of the online learning process and its results, as well as pedagogical observation, testing and analysis. The material for the study was the works of linguists and methodologists on relevant topics, the materials of practical work of teachers, the results of distance teaching Russian as a foreign language by the teachers of the Department of Russian Language and Intercultural Communication of Shukhov Belgorod State Technological University. Results: the article presents the results of the distance work of teachers of Shukhov BSTU during distance learning, the structure of the digital preparatory faculty of this university is given, the main content of the basic online course “Russian as a foreign language” is reflected. Conclusion: online courses as a basic part of the digital preparatory faculty require further development, implementation

ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ НА ЗАНЯТИЯХ ПО ЛИТЕРАТУРЕ В АУДИТОРИИ ИНОСТРАННЫХ СТУДЕНТОВ

Modern education is inextricably linked with the intensification of the educational process; classical methods are actively complemented by innovative methods of working with students. Partnerships between Russian and foreign universities are rapidly developing, and the number of foreign students is increasing. The organization of the productive structure of the educational process and the creation of a favorable psychological climate for students coming to Russia, as well as the formation of communicative competence, become the priority tasks of training. This article presents the experience of teaching Russian literature to foreign students under bachelor’s and preparatory faculty programs, with special attention paid to the formation of linguistic, sociolinguistic, socio-cultural, pragmatic and other competencies. The authors had a aims not only to show the specifics of conducting literature classes in a foreign language audience, but also to systematize and describe different types of game tasks that can be used in groups of different levels of Russian language proficiency. The work presents three blocks of game tasks: language, speech and role-playing games, many of them are so organic to the educational process and correspond to the curriculum that they can be used immediately in the classroom without additional training for both the teacher and the student. These games have been tested for five years and have established themselves as an effective tool for updating and consolidating information, developing attention, building logical connections, improving the skill of working in groups and improving the general atmosphere in the lesson. In conclusion, it is emphasized that the use of gaming technologies in teaching contributes to motivating students to acquire knowledge, successfully master the basic material on literature, develop creative abilities and professional skills.

FOREIGN STUDENTS SPEECH ADAPTATION TO PROFESSIONAL TRAINING

The article considers the issue of adaptation of foreign students to the language, sociocultural and everyday environment for further professional training in higher education institutions of other countries. Further integration of national economies into the global world economy creates the preconditions for the emergence of a global labor market, which in turn requires a significant number of professionals who can design and implement ambitious largescale projects. This requires a coordinated work, a high level of communication (especially speaking and communicative) to work in international multi teams. This has created a demand for professionals who have the appropriate training, regardless of the place of education, knowledge, skills and competencies, which require some unification, universalization and standardization at the national level. Further formation of the world global educational space. This requires a high level of communicative, linguistic and speech competences (knowledge of the language at the scientific level) of future students for their professional training outside their country, which needs the appropriate speech adaptation in a foreign language environment. To achieve this goal, it is proposed to carry out adaptation with the help of online (virtual) preparatory faculties (hereinafter – OVPF), which takes on all issues related to the adaptation of future foreign students in the new linguistic, scientific, sociocultural, everyday dimensions, as well as in further educational spheres (medical, humanitarian, physical-mathematical, linguistic, etc.). The introduction of the online (virtual) preparatory faculties makes it possible to adapt future foreign entrants / students at their homes. An important element of the preparatory faculties are local lore studies. At the same time, OVPF is proposed as a separate universal global educational product that can be placed on world educational platforms, portals and websites.

Концептуалізація процесів підготовки іноземних студентів

The article considers the need to conceptualize approaches to education for the acquisition of professional, language (speech) training of foreign students taking into account current trends in the market of educational services and the global labour market. The need for professionals who can work in multi-teams and possess a high level of communicative, language (speech) competencies, self-esteem and self-control, motivation, morale, ethics, and value qualities is stressed. Thus, modern technologies and equipment make it possible to influence not only nature, ecology, but also the human (at the genetic level). Technologies can also make influence through robotics, artificial intelligence, and the Internet of Things. This ultimately expands a person's ability to selfdestruction. Accordingly, in addition to acquiring professional competencies, a person must possess moral and ethical, socio-cultural, and value competencies that will prevent from using professional knowledge in offences against humanity. It was also noted that the state has begun to form and implement a new state policy in the field of education, which is provided by the Law of Ukraine “On Higher Education” and a number of Concepts: the New Ukrainian School; development of natural and mathematical education (STEMeducation); development of civic education in Ukraine, which allows forming a new modern educational space. Taking into account the increase in the flow of foreign students studying and/or planning to study in Ukrainian higher education establishments, it is proposed to develop and implement Conceptual approaches to education for vocational, language (speech) training of foreign students in different higher education establishments, where there is a need for training foreign students, and the Ukrainian language is a foreign language. The most appropriate is the creation of separate educational clusters (by profile), with their thesauri (Ukrainian-English), online (virtual) preparatory faculties (to improve adaptation), and online (virtual) local history studios.