Russian Language Teaching Research Articles

Analysis of demand for managerial and teaching staff (with knowledge of the Russian language) in the economy of the United Republic of Tanzania

The analysis and economic evaluation of the prerequisites of demand for Russian language teachers in the education system in Tanzania show the Russian and Tanzanian interstate projects growth, which require not only political and legal, but also educational support. The activities of domestic structures (Rossotrudnichestvo, Ministry of Education of the Russian Federation, and business structures) in Tanzania create economic prerequisites for demand for the Russian language in the country’s economy. Considering the increased level of interstate relations between the two states, due to the changes in Russia’s foreign policy course, it is possible to predict increasing demand for specialists in the field of Russian language, as well as knowledge of the language as a competitive advantage in Tanzania’s labor market. As a result of the analysis of the presence or planned presence of the structures associated with Russia, it is advisable to open centers for Russian language teachers training in the administrative districts of Tanzania, such as Zanzibar, Kigoma, Pemba, Rukwa, Mbeya, Arusha, and Mwanza. In these administrative units the interaction between the two countries is carried out or is planned, which will lead to an increase in demand for specialists speaking the Russian language, whose training is carried out as part of the main professional activity by Russian language teachers from among locally trained specialists.

Analysis of the Existing Forms and Practices of Interaction between Russian and Chinese Educational Organizations at Different Levels in the Framework of Promoting Education in Russian (the Example of the Siberian Federal District)

Introduction. The research problem is caused by the need to study the features of Russian-Chinese educational cooperation in order to more effectively scale the best practices for the promotion of the Russian language and Russian education in China. The purpose of the article is to analyze the established forms and practices of interaction between Russian and Chinese educational organizations at different levels in the field of teaching Russian as a foreign language and promoting Russian education on the example of the Siberian Federal District. Methodology. A summary review of research on forms of international cooperation in the field of education on the example of certain regions of the Russian Federation and the Peopleʼs Republic of China, an analysis of the official websites of educational organizations in Russia in terms of their participation in the processes of internationalization of education. Results. The authors have compiled a database of Siberian and Chinese partner universities, which has enabled a clear demonstration of the degree of presence of Siberian Federal District universities in the educational space of the Peopleʼs Republic of China. Additionally, the article analyses the formats of cooperation between the two countries: educational network programs, academic mobility, preparation of students for admission to Russian universities, summer and winter schools, centers for open education in Russian and Russian language teaching, scientific and technical relations and joint research projects. Conclusions. The analysis has revealed that, despite the existence of a large number of bilateral agreements between educational organizations, interaction is uneven (both in terms of territorial distribution and from a substantive point of view). Furthermore, it would appear that not all Russian universities in the Siberian Federal District are as active as they could be in carrying out international cooperation with Chinese educational organizations.

THE FEATURES OF TEACHING RUSSIAN TO CHINESE STUDENTS IN GROUPS

This article discusses the challenges and solutions for teaching Russian as a second language to students in China. It analyzes Russian and Chinese language teaching materials and identifies the factors that contribute to the low level of proficiency among Chinese students. The article proposes several solutions, including taking into account cultural differences and adopting teaching methods similar to those used in Chinese educational institutions.

Schoolchildren’s creation of educational videos as a way to organize integrative orthography revision (on the example of preparing for task 6 of the Russian language basic state examination (OGE))

The article considers the issue of finding effective ways to organise integrative orthography revision while preparing for the OGE in the Russian language. The aim is to propose, justify, and characterise one of such possible ways, namely the creation of educational videos by schoolchildren (using the example of preparing for task 6 of the Russian language OGE). The main research methods included theoretical (analysis of scientific and educational literature, normative documentation), empirical (scientific observation of the educational process in middle school and pedagogical experiment), and statistical (quantitative analysis of the obtained experimental data and their processing) ones. The article analyses the content and format of OGE task 6. Based on this analysis, the main reasons for the difficulties that schoolchildren experience in orthographic word parsing are revealed. The paper identifies the stages of work on creating educational videos (organisational, information search and processing, script writing, creating a presentation, voice acting, and recording a video). Moreover, the article describes the activities of the teacher and students at each stage. The experience of team designing an educational video discussing the topic "Prefixes ending in -z (-s)" is presented. Based on the analysis of the data from the control stage of the experiment, the study concludes that the proposed method of organising integrative orthography revision is effective. The materials presented in the article (an algorithm for doing OGE task 6; the author’s educational orthography videos) can be used in Russian language teachers’ practice to train students for completing orthographic tasks in the Russian language OGE.

Value-based Russian language teaching as a priority of the modern era (to mark the anniversary of the <i>Axiological linguistic methodology</i> school of thought)

The article aims to comprehend the fundamental role of value-based Russian language teaching in modern education. The key points of the speeches delivered by Russian President Vladimir Putin, His Holiness Patriarch Kirill, and Minister of Education of the Russian Federation S. S. Kravtsov are related to the preservation and strengthening of traditional spiritual and moral values. Therefore, the thirty-year activity of the scientific school Axiological linguistic methodology: the worldview and value aspects in school and university teaching of the Russian language, the leader of which is Doctor of Pedagogical Sciences, Professor of the Department of Methods of Teaching the Russian Language at the Institute of Philology of MPSU, is A. D. Deikina, winner of the Russian state award - the A. S. Pushkin medal, the K. D. Ushinsky medal, is becoming more relevant than ever. We used analysis of scientific research in the field of axiological linguistic methodology and scientific generalisation to characterise the activities of the scientific school whose origins relate to M. T. Baranov’s concept of schoolchildren’s linguistic worldview formation. Moreover, we outlined the key positions of axiological linguistic methodology substantiated in the concept of A. D. Deikina and thirteen postdoctoral studies of her students as scientific areas developing the idea of value-based Russian language teaching at school and university. The postdoctoral research conducted within the framework of the scientific school of axiological linguistic methodology with A. D. Deikina as the scientific advisor developed the leading linguistic methodological approaches to Russian language teaching. Drawing on the Russian canonical methodologists’ ideas, the members of the Moscow Methodological Scientific School create and predict promising ways of developing higher and school education in the Russian Federation, expand the research space in different regions of this country, increase the scientific status of methodological science, and contribute to the success of interpersonal and intercultural communication in Russian. The works of those who represent the axiological linguistic methodological scientific school, as well as other like-minded researchers have a beneficial effect on the creation of a holistic value picture of the world using the Russian language in modern education.

Speech Development in Russian Language Lessons with Kyrgyz Language of Instruction

The article examines the issue of developing students’ speech during Russian language lessons in Kyrgyz schools. It analyzes the current state of Russian language teaching, evaluates the methods and approaches used by teachers, and offers recommendations for improving the process of student speech development. The authors pay special attention to the use of interactive techniques, games and exercises in the classroom, as well as the introduction of innovative approaches to speech teaching, which can contribute to more effective language acquisition in students.

Chinese Russian language teachers’ agency in response to the New Liberal Arts policy

Chinese Russian language teachers’ agency in response to the New Liberal Arts policy

Educating future Russian language teachers in the United States

The increasing tensions between the Russian Federation and the United States of America have exacerbated the already serious decline in numbers of students seeking to study Russian, as well as the concomitant elimination of many Russian language programs at both the K-12 and university levels. The purpose of the research is to consider the need to improve the preparation and quality of future teachers of Russian in U.S. public schools. This work draws on applied philosophical analysis and policy studies, as well as a review of existing Russian language and literature programs at major U.S. universities. Measures of relevant data are presented, showing a paucity of linguistic competence in Russian produced through current practice in the U.S. Implementation is suggested. A model five-year program is proposed for the preparation of future Russian language teachers in the United States. Based on the typical undergraduate curriculum, this model would involve coursework in three broad areas: general education courses (the liberal arts and sciences), Russian language and related courses, and courses concerned with pedagogy.

A model of management of methodological activity of a reference school based on the identification potential of a regional system for assessing the quality of education

Introduction. One of the conditions for improvement the quality of students' educational results is considered the improving the quality of human resources, as well as the arranging of methodological activities taking into account the analysis of educational results of students. It becomes important to search for to improve the quality of education in reference schools, which become the center of the methodical activities of this school district, and it is organized according to the principle of concentration and interchangeability of resources. The purpose of the research is to develop and to justify the model of management methodological activities of the reference school, aimed at filling the professional deficits of teaching staff of the school district, based on the identification potential of the regional system for assessing the quality of general education. Materials and methods. The study involved teaching staff of 10 reference schools and school districts, including 66 rural educational organizations of the Kirov region (Russia). The following methods were used: theoretical analysis, modeling, experimental work, statistical criterion of χ2 -Pearson. The measuring tools are: an author's questionnaire by the type of academic heading to identify the level of methodological competence of the teacher and the tasks of the All-Russian verification works on the Russian language and mathematics for schoolchildren. Results. A connection has been established between 6 functions of the methodological activity of the reference school and 7 components of the identification potential of the regional educational quality assessment system. The effectiveness of the construction of the methodological activity of the reference school based on the developed model through the fixation of facts is empirically substantiated: a) using descriptive statistics (in the experimental group, the proportion of teachers with a sufficient level of methodological competence increased (Russian ‒ from 32% to 77%, mathematics ‒ from 37% to 81%). 23% of Russian language teachers and 19% of mathematics teachers of the experimental group had a high level of methodological competence at the control stage, which was not revealed at the ascertaining stage); b) using evidence-based statistics: application of the χ2 -Pearson statistical criterion. After conducting experimental work, the significance of the differences between the experimental and control groups in terms of methodological competence is χ2 = 74.465 for teachers of the Russian language and χ2 = 58.329 for teachers of mathematics.This indicates a statistically significant positive shift in the development of methodological competence of teachers in the experimental group. Conclusion. The quality of students' academic results is largely determined by the quality of the methodological work organized in the reference school. An effective resource for improving the quality of learning outcomes is the identification potential of the regional educational quality assessment system and the management of methodological activities in the school district based on it.

Задачное обучение русскому языку в Китае в контексте теории усвоения второго языка

As the political, economic, cultural, educational, and scientific-technical collaboration between China and Rus-sia continues to evolve, China's demand for Russian-speaking professionals steadily increases. There is a pressing need for new teaching methodologies that are tailored to national conditions and grounded in second language acquisition theory. One such method is task-based Russian language teaching (Task-based Lan-guage Teaching), which can ensure the preparation of teaching staff capable of meeting the needs of the PRCЭs societal development – that is, Chinese speakers proficient in Russian for teaching it as a second lan-guage within China. The study aims to illuminate how task-based methods facilitate the learning of Russian among Chinese students by promoting active engagement, authentic language use, and the integration of cul-tural insights. Task-based learning emerges as a potent pedagogical approach for teaching Russian in China, aligning with second language acquisition theory by promoting interactive, context-rich language use. The study underscores the need for further research into task design and implementation strategies to maximize the benefits of TBLT for learners of diverse linguistic backgrounds. This exploration into task-based Russian language instruction in China demonstrates the potential of task-based methodologies to significantly enhance second language acquisition through a focus on practical application, interactive learning, and cultural integra-tion. As such, it reinforces the call for educators to incorporate task-based approaches in language teaching programs, tailor-made to the specific linguistic and cultural context of Chinese students learning Russian.

Enhancing IoT Security in Russian Language Teaching: A Improved BPNN and Blockchain-Based Approach for Privacy and Access Control

Russian language instruction emerges as a pivotal course in tertiary education, necessitating novel approaches to maintain instructional quality and efficacy. This study introduces a novel approach to Russian language teaching that combines the robustness of Machine Learning with the security framework of Blockchain technology and is tailored to the unique needs of the Internet of Things (IoT) environment. At its core, the study creates an advanced back-propagation deep neural network enriched with a deep noise-reducing auto-encoder and a support vector machine to improve privacy and access control in IoT-based educational platforms. The proposed model employs a polynomial kernel function and a one-error penalty factor in a single hidden layer, resulting in a system that is not only efficient in handling small-scale data samples but also adept at processing larger data volumes, a common scenario in IoT settings. This design effectively overcomes the problems of overfitting and slow convergence that are common in traditional models. Furthermore, the incorporation of blockchain technology ensures a decentralized and secure data handling framework, reinforcing the privacy and access control aspects that are critical in the digital education domain. The combination of these technologies yields a more rational, scientifically based evaluation system, propelling the standardization and enhancement of Russian language instruction forward. This method not only improves language teaching quality, but it also paves the way for more secure, scalable, and efficient IoT applications in educational settings.

Theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia

Theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia

Media Texts as a Means of Improving Communicative and Cultural Competencies in Preparing Teachers of Russian Language and Literature

Media Texts as a Means of Improving Communicative and Cultural Competencies in Preparing Teachers of Russian Language and Literature

ПРЕЦЕДЕНТНЫЕ ТЕКСТЫ В ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ: ВОЗМОЖНОЕ РЕШЕНИЕ ПРОБЛЕМЫ

The article examines topical methodic issue concerned with forming the ability of school students to comprehend texts of different functional and semantic types of speech and functional types of language, to retrieve primary / secondary and explicit / implicit information (FSES). It is proposed to solve this problem by including precedent texts in the teaching the Russian language. Possible solution of its problem is to identify linguistic personality of a student at the motivational and pragmatic levels. The purpose of the article is to substantiate the importance and necessity of studying precedent texts during teaching of Russian language in school and to show a probable system of tasks aimed at forming a set of skills and methods of action that ensure comprehension of precedent texts. The analysis results of language training kit and control sections reveal that 1) a theory about precedent texts is necessary (introduced in various forms of extracurricular work, including elective courses). It helps to create an indicative basis for actions with precedent texts; 2) system-activity and communicative approaches in teaching the Russian language determines forming system of skills and methods of action with this linguistic material. That explains the necessity to create the system of exercises. The author features parts of linguistic theory, specifies basic educational and linguistic skills and represents possible system of tasks on the example of a precedent statement and types of precedent texts thanks for including them in the text. Key words: precedent text, linguistic personality, educational and linguistic skill, precedent statement, type of precedent text according to the method of including in the text

Methodological legacy of Professor M.T. Baranov (to the 100th anniversary of the birth)

The article focuses on a crucial issue, namely it aims to analyse the scientific and pedagogical activity of M.T. Baranov (1924–1999), an outstanding Russian scientist, teacher, methodologist-Russianist, who popularised the science of language and created the methodological school of thought "Linguistic worldview formation". From a modern linguodidactic perspective, the study presents his scientific heritage analysis and considers the most significant works on Russian language teaching. Moreover, the paper outlines the main methodological ideas of M.T. Baranov and highlights the content of some of the scientist’s significant writings, including the study guide "A Methodology of Vocabulary and Phraseology in Russian Language Lessons", which has great scientific methodological potential. Professor M.T. Baranov’s contribution to the methodological science development was deeply appreciated by his followers, like-minded scientists, and contemporaries. In modern conditions, methodological writings by M.T. Baranov enable us to continue the search for creative solutions in the field of Russian language teaching as well as other issues of school and university pedagogical education. Research methods included analysis, synthesis, scientific generalisation. As a result, the paper has analysed the scientific legacy of the scholar and objectively evaluated his works from a modern standpoint. The valuable experience of M.T. Baranov should be considered in the process of training language and literature teachers in modern Russia.

Obzor uchebnikov russkogo yazyka v vysshih uchebnyh zavedeniyah Kitaya v 1949–1966 gg.

Textbooks are an important learning tool for using in classroom and an important resource for achieving curriculum goals, the foundation of “teaching” for teachers and “learning" for learners. This article examines the main Russian language textbooks in Chinese higher education institutions from 1949 to 1966 to provide an example of the compilation, use and adaptation of Russian language teaching materials in the new era.

The Role of Gender in Learning the Russian Language in Iranian Audiences

The article is devoted to the consideration of the role of gender in the study of the Russian language in Iranian audiences. The goal is to identify the role of gender in the success of Persian-speaking students studying the Russian language in all types of speech activity and in various academic disciplines, such as studying Russian grammar, translation accuracy, learning vocabulary, etc. The novelty of the work lies in the fact that for the first time the role of gender is considered Persian-speaking students to study Russian. In terms of methodology, the present study is a descriptive study conducted using a comprehensive approach. The statistical population of this study included male and female students of all stages of Russian language education at Allameh Tabatabai University. We examined and analyzed the language behavior and exam scores of 87 Iranian students studying Russian at Allameh Tabatabaei University over two academic years. Among them are 60 female students and 17 female students. According to the results of this study, female students studying Russian in an Iranian classroom are more successful in written forms of work, and male students cope better with oral forms of work. The reason is that girls experience discomfort during oral work. Most girls’ fear of making a mistake and being ridiculed as a result keeps them silent during oral classes. The use of group free work, humor and role-playing games helps reduce the fear of making mistakes among female students.

A lifelong worker in the field of public education: on the 150th birthday anniversary of P. O. Afanasyev

The paper describes the life path of the prominent scholar Pyotr Onisimovich Afanasyev. P. O. Afanasyev developed a methodology for teaching the native language in elementary school originated by F. I. Buslaev and K. D. Ushinsky. In his works, he also gave a detailed description of the basic concepts of methodology as a science froma historical perspective. The scientist designed a course in Russian language teaching methodology for vocational and higher educational institutions, prepared textbooks and study aids of various types which have gone through many editions.P. O. Afanasyev contributed enormously to training teachers taking professional development courses. The paper presents the methodologist’s main works and outlines his pedagogical views and ideas. Among these ideas are adopt ingthe activity approach to learning, using active forms of class organisation, paying attention to students’ oral speech development, and increasing students’ general cultural level through teaching Russian. The study focuses on the issues of students’ speech culture and speaking skills enhancement, which are reflected in almost all methodological writings of P. O. Afanasyev. The article also provides examples of specific assignments and best practices. The research relied on the analysis of scientific, teaching and learning, reference, and popular science materials, as well as the search and descriptive methods. The article concludes that P. O. Afanasyev contributed significantly to the development of Russian language teaching methodology in primary and secondary school. He also promoted the development of the system ofteaching the Russian language to non-Russian students. The paper highlights the enduring value of the scientist’s ideas, his approaches to teaching Russian. Many of them remain in demand under modern conditions as well.

Enhancing Preschool Language Acquisition: the Efficacy of Interactive Methods in Teaching Russian Language to Preschool Children

This scientific article explores the use of interactive methods in teaching the Russian language to preschool children, with a focus on fostering effective language acquisition and communication skills. The study delves into the significance of early language education and the role that interactive methods play in engaging young learners. Drawing on pedagogical theories and empirical evidence, the article provides insights into the benefits, challenges, and best practices associated with implementing interactive teaching approaches in the context of preschool Russian language education.

ЛИТЕРАТУРНОЕ КРАЕВЕДЕНИЕ В ВУЗОВСКОМ И ШКОЛЬНОМ ПРЕПОДАВАНИИ: ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ

The paper presents the formation of the subject of literary local history. The main stages of the formation of literary local history as a taught discipline are considered, including the concepts of local history, fatherland studies, and national studies. The researchers who have made a significant contribution to the development and dissemination of the subject of "Literary Local History" throughout the country are highlighted. The current state of literary local history is also covered, focusing on new approaches and methods used in the development of work programs for higher education institutions. The article highlights the features of the work of Samara State Social and Pedagogical University in the direction of "Literary Local History". A detailed description of the subject taught within the framework of the training direction 44.03.05 Pedagogical education (with two training profiles), focus (profile): "Russian language" and "Literature", as well as the training directions of the master's degree: 45.04.01 "Regional Journalism and Literary Local History". During the writing of the article, an anonymous survey was conducted among teachers of Russian language and literature, allowing to assess the degree of satisfaction with the knowledge gained during the study of the discipline at the university. Interpretation of the research results will allow in the future further research in the field of literary local history and its significance in the modern literary process.