Russian Language Teaching Research Articles

Russian language teaching in Ruzomberok, Slovakia: culturological approach

Teaching Russian at the universities in Slovakia has its own history. For decades, the Russian language has occupied a worthy place in the country’s universities, including Ruzomberok. A new educational reform (since September, 2019) implies freedom of choice when learning foreign languages. Consequently, interest in studying the Russian language in Slovakia is forecasted, which indicates the relevance of our chosen topic. The purpose of the article is to analyze the system of teaching the Russian language at Catholic University in Slovakia from the perspective of a young teacher with little pedagogical experience. The theoretical significance of the article lies in the pointing out the problem of forming and developing interest to the Russian language in Ruzomberok through the culturological approach outlined by the famous Slovak specialist in Russian philology Eva Kollarova. The practical significance of the work consists in using educational disciplines being worked out, their analysis and further adjustment aimed at developing the students’ personality, their individuality through the Russian language. As a result of the study, it was proved that the curriculum based on the culturological approach to teaching a foreign language helps to build trust between the teacher and students. Also, university students are motivated, and in the university environment, they do not only receive facts through language, but are also brought up. We see the prospects of the study in a more detailed study of the impact of teaching the Russian language according to the principle of “language through culture, culture through language.” Due to the growing interest to the Russian language in Slovakia and a free choice in learning a foreign language, the willingness of teachers and students for the dialogue of cultures is becoming very important.

ЖАНРОВЫЙ ПОДХОД В ИНТЕГРИРОВАННОМ ОБУЧЕНИИ СТУДЕНТОВ СТРОИТЕЛЬНОГО ПРОФИЛЯ

The article discloses a potential of the discipline “Russian Language and Culture of Speech” to form professional communicative competence of construction specialities bachelors. Scientific originality of the study lies in the fact that the process of academic disciplines integration is for the first time considered from the viewpoint of the genre approach realized at the competence, conceptual-terminological, communicative-speech and educational-didactic levels of interdisciplinary material presentation. The authors justify inclusion of the modular course “Educational-Professional Genres” into the content of the Russian language teaching. The notion of an interdisciplinary inter-genre teaching model is revealed.

ИСТОРИКО-ЭТИМОЛОГИЧЕСКАЯ ЛЕКСИКОГРАФИЧЕСКАЯ ИНТЕРПРЕТАЦИЯ ФРАЗЕОЛОГИЗМОВ С КОМПОНЕНТОМ-АНТРОПОНИМОМ (А КТО ЗНАЕТ? ПУШКИН?)

The article introduces the author’s conception of lexicographical representation of phraseological units with precedent anthroponyms in an educational dictionary. By the example of the phraseological unit with the component ‘Pushkin’, the author shows possible representations of debatable etymological variants taking into account the principles of scientificity and accessibility. Reasonability of the two-component structure of etymological hypertext is justified. Text-formative and properly etymological techniques of lexicographical description of Pushkin-questions are examined. The fragments of a dictionary entry compiled on the basis of innovative quest-technologies are provided. The linguo-culturological value of the dictionary as an efficient means of the Russian language teaching is emphasized.

On the Experience of Preparing Students in Philology to Pedagogical Interaction in the Digital Environment

Background. The article presents the author’s experience of providing digital support for the university disci- pline Methodology of teaching the Russian language , code 44.03.05 (44.03.01) Pedagogical education . The arti- cle describes the characteristics of a professionally oriented course of teaching the Russian language in three formats: with web support, in the format of blended learning and online courses. Three main parameters are used, including the advantages and disadvantages of the formats under study and their short description. Research methods. The meth- ods of comparative and reflective analysis are used to obtain intermediate results of the operational-activity stage of the research. Results. The article raises important questions of designing a course for teaching the Russian language in a digital format, the choice of methods and forms of preparing a student for interaction in the digital environment, the development of linguomethodological content that addresses not only subject-specific training of a student in philol- ogy, but also develops the skills of project work. The research results include theoretical substantiation of the blended learning format in training teachers of the Russian language. A detailed schedule for the Methodology of teaching the Russian language discipline based on the blended learning model is presented. Conclusions. The practical significance of the study is determined by its direction at the development of project work skills in future Russian language teachers. An empirical study has confirmed the inefficiency of substituting the traditional educational process with online cour- ses in training students in the field of Methodology of teaching the Russian language , due to the importance of realizing the functions of upbringing and developing value orientations in students during the school course Russian language .

FAMILY COMMUNICATION IN THE LIGHT OF THE RUSSIAN VERBAL IDEAL: AXIOLOGICAL VIEW (BASING ON MATERIAL OF FAMILY CONVERSATIONS OF URAL TOWN COLLOQUIAL LANGUAGE NATIVE SPEAKERS)

Purpose of the study: The topicality of the issue under study is caused by the interest to peculiarities of the Russian national routine verbal communication, and to constants and variables thereof. The goal of the article is finding certain peculiarities of family communication which are revealed against the background of the Russian verbal ideal.
 Methodology: A leading approach to the investigation of this issue is linguo-culturological one which allows revealing value systems, apprehensions and stereotypes realized in family conversations of Ural town colloquial language native speakers and contributing to harmonization of communication between the family circle members, both close and distant.
 Results: As a result of the undertaken analysis, it was found that communicators’ socio-centric view of life is supported by the value sets on cooperation, the entourage’s respect, jocosity, communicative confidence, and sociability; value of complicity to the family circle and family memory were revealed; the trend to direct valuation use was denominated; it was shown that it is the popular-tongue environment wherein apprehensions of Russian people about children’s obedience, fate and justice are tied up (Alapuro, R., Mustajoki, A., & Pesonen, P. (Eds.). (2011)).
 Applications of this study: Materials of the article can be of interest for researchers of the Russian communicative culture, colloquialisms, teachers of Russian language as a foreign language, specialists in scope of communication optimization, higher and secondary school teachers, people forming and perfecting skills of conflict-free communication within the Russian verbal ideal.
 Novelty/Originality of this study: The authors established that participants of a family communication take definite verbal efforts for providing communicative concord and harmony supporting speech traditions flowing out from parents’ families. The socio-centric mental outlook of speech partners is achieved through realization of conversational sets on cooperation, respect to close people, communicative confidence and frankness. Senior family members translate communicative stereotypes that are adopted in their parents’ families.

Russkoyazychnoe obrazovanie v Azerbaydzhane vchera i segodnja: vozmozhnosti i perspektivy

Публикация посвящена внедрению русскоязычной системы образования в Северном Азербайджане после его присоединения в начале XIX в. к Царской России и последующему ее развитию. Отмечается, что русские школы всегда были неотъемлемой частью национальной образовательной системы Азербайджана.

Organization of lexical-semantic studies at the elementary school based on agnomic risk zones vocabulary definition

This paper reviews an up-to-date problem of organization of lexical-semantic studies at the elementary school. Existing traditional approaches are unfortunately within the framework of the Russian language teaching methodology, and thus do not create a language and cultural area that provides successful acquirement of knowledge and communication goals. The school practice shows that one of the main reasons, which negatively influence the quality of production, perception and understanding of texts by students, is the agnonymy which has a direct correlation with periphery layers of the vocabulary. Agnonyms mainly include archaisms, historisms, obsolete words, scientific terms as well as words and phrases which are rarely or never used by a child in everyday life. Such words being met in various school-books make it difficult for the students to perceive and produce the texts. This paper provides types of tasks which let a teacher choose certain didactic materials (in accordance with school-books of educational-methodical complex) based on students agnomic risk zones vocabulary that will be defined. This will facilitate to broaden school students outlook, their language and cultural communication.

Increasing the Effectiveness of Russian Language Teaching for Special Purposes (to the Problem of Integration of Language Training with Information Technology Courses)

The article is devoted to the problem of increasing the efficiency of language teaching for the special purposes of foreign students in studying Russian at a technical university. Particular attention is paid to the training of foreign students in the skills of working with information using the latest computer technology. The conclusions of the work are based on the analysis of the results of teaching Russian language at the Bauman Moscow State Technical University, including various methodological materials, programs and manuals on the scientific style of speech. Due to the fact that information technologies are part of general professional training for all specialties of a technical university, and also provide a wide range of opportunities for language learning and real professional communication, the authors believe that a modern program of the professionally oriented language training should reflect not only traditional integration with special disciplines of students, but also, of course, integration with the disciplines of the Information Technology block. The authors propose an innovative didactic approach based on the integration of language training with information technology courses in the aspect of the formation of communicative-linguistic competence of ​​students in Russian. The structure and tasks of creating a handbook for teaching professional communication in the field of informatics relevant for students of various majors are considered.

최초의 고려인 문학선집 『로력자의 고향』에 대한 문화사적 고찰

This article tries to review the historical interpretation and periodical meaning of "Hometown of the Labor", the first collection of literary and artistic works of the Soviet Far Eastern Korean Literature Society, published in Khabarovsk, in 1934, when Soviet Far Eastern Korean Literature Society - the mother body of Soviet Korean Literature Society, started to establish its position proudly as a member of the Soviet Literary Circle. Cho Myung-hee, a leading KAPF(Korea Artista Proleta Federatio) writer who defected to the Soviet Union in July 1928, organized the publication of the collection. This collection of works is the first collection and first publication of Soviet Korean Literature, serving as a clue defining an era in the history of Soviet Korean Literature.<BR> "Hometown of the Labor" is the first collection of Soviet Far Eastern Korean Literature. Works by writers representing the Soviet Far Eastern Korean Literature Society were selected. And published in 1934 to coincide with the hosting of the "First Writers Congress of the Soviet Union". The publication of "Hometown of the Labor" was like a sign that Soviet Far Eastern Korean Literature Society entered the Soviet Literary Circle.<BR> In the 1920s and 30s, Soviet Korean Literature was possible two-way communication in which writers and readers wrote and enjoyed the work in Korean words. The only window was the "Seon Bong Newspaper". And in 1934, for the first time, the spread of literature in the form of the book of literary and creative writing" began. Three years later, in July 1937, a second literary and artistic creation book was published. Just before the forced relocation of Soviet Far Eastern Koreans to Central Asia was executed. It is "Hometown of thr Labor". When the Soviet Korean Literature began to blossom, the history of the Soviet Far Eastern Korean Literature ended.<BR> A year after the forced migration, in 1938, the ethnic Korean school, which was educated with Korean language was integrated into the Russian language education institution, and the Soviet Koreans gradually began to lose their Korean language. This has enable the historical value of the Soviet Far Eastern Korean Literature in the history of Soviet Korean cultural anthropology.<BR> The Soviet Far Easter Korean Literature was active in a climate where the tradition of Korean literature was studied and reinterpreted at a time when the Soviet government"s racial minority language education policy was actively supported and implemented. So Soviet Korean Literature of the 1920s and 30s, could be the most ethnic and could grow in the midst of sharing between writers and readers. And the condensed first result was the first literary and artistic creation "Hometown of the Labor".

Особенности овладения правописанием словарных слов младшими школьниками с общим недоразвитием речи

The article discusses the peculiarities of vocabulary spelling skills by younger schoolchildren with general speech underdevelopment. Persistent diffi culties in forming vocabulary spelling skills are a sign of dysorphography. Among younger schoolchildren with general speech underdevelopment, this disorder occurs quite often. In turn, research in the fi eld of Russian language teaching methods indicates a high prevalence of vocabulary words and imperfect methods of working with them. Mastering vocabulary words at school is reduced to learning their spelling. We organized an experimental work, the purpose of which was to study the level of development of the skill of writing vocabulary words by younger schoolchildren with general speech underdevelopment and establishing its dependence on the level of development of the auditory and visual memory of children. The data we have identifi ed are evidence of the need to search for methods of working with vocabulary words based on a combination of diff erent types&#x0D; of memory.

Роль русской филологии в духовном воспитании молодежи Якутии

The study describes the role of Russian philology in the creation of the spiritual space of the Republic of Sakha (Yakutia). The urgency of this problem stems from the specific nature of the region, i.e. there is a multicultural, polylingual interaction of the representatives of 120 peoples in the largest constituent entity in the Russian Federation. In this context, Russian philology is not only a field of humanitarian knowledge and research but also a significant means of developing the inner world of young people, would-be Russian language and literature teachers, philologists, experts in mass communications. The research identifies the place of Russian philology in the educational environment of North-Eastern Federal University, a scientific, educational, and cultural center of the peoples of Yakutia. One of its pivotal tasks is to educate a many-sided personality of students, develop their readiness to adapt to a multipolar world, social and professional fields. Spirituality and aspirations for the highest human values seem to be an important part of such personality. Meeting the spiritual needs of young people is a great goal of the university’s humanitarian environment. Its achievement is promoted by Russian philology as a combination of knowledge and ideas about the culture of the people expressed in words. The attraction of students to humanitarian values is exemplified. The author reveals the importance of the cooperation of the School of Philology of North-Eastern Federal University with Yakutsk and Lensk diocese in the study of Russian philology, the creation of the university’s spiritual environment, the preservation and development of cultural traditions of the Northern region’s peoples.

Особенности преподавания русского языка в условиях вузов КНР: теоретические и методические аспекты

Особенности преподавания русского языка в условиях вузов КНР: теоретические и методические аспекты

Transnationalization of the russian language teaching process in chinese universities (based on the example of Guangdong university of foreign languages and foreign trade, China)

The diversification of the global labor market demands has a serious impact on the objectives, methods, forms and content of foreign language teaching at Chinese universities. The first «National standards for the quality of professional training of bachelor students in multidisciplinary universities of the classical type» (2018) create the framework and give practical recommendations to ensure the quality of Chinese young professionals’ training in accordance with international standards of professional training and strategic plans for China’s economic advancement, expressed in the Chinese leader XI Jinping’s project to create an international transport corridor «one belt - one road». The article evaluates the organization of student training according to the model - «specialization + foreign (Russian) language» at the Guangdong University of foreign languages and foreign trade. The results of the study show that this process is in line with the search for a balance between national standards and transnational requirements for the quality of student training and is aimed to improve the competitiveness of Russian speaking Chinese graduates at the international labor market, primarily in the Eurasian space, especially in the aria of a new silk road connecting the East and the West.

Use of Cognitive and Axiological Approaches in the Development of Reading Comprehension Skills in High School Students

This research is aimed at developing the approaches of the axiological linguistic methodology. The importance of cognitive and axiological methodological approaches for the teaching of the Russian language is considered. The possibility of using cognitive and axiological approaches in combination is investigated with respect to the enhancement of reading comprehension skills in high school students. To this end, the cognitive and axiological components manifested at different stages of textual activity are analysed. A technique for developing reading comprehension skills is presented, which involves the identification of various types of textual information and determination of their linguistic representation. The quality of the proposed reading comprehension activity was assessed by oral interpretative utterances produced by the students. The results of the research have confirmed the efficiency of applying cognitive and axiological approaches in combination for the personal development and intellectual formation of high school students.

Strategies for Solving Methodological Problems in Russian Higher Philological Education (Based on A.D. Deykina’s Ideas)

This article discusses A.D. Deykina’s methodological ideas, which are shown to be important for the development of higher philological education inRussia. Thus, her works on the concept of axiological linguomethodology and the creation of a theoretical basis for the methodology of training school teachers have a particular significance. In terms of methodology, the teaching of the Russian language is demonstrated to contain cognitivism-, communication- and axiology-based aspects. In general, the Russian language education represents a four-component structure based on the competence and student-centred approach. This article shows how these ideas could be implemented in practice using the linguomethodological – cognitive, projective and axiological – strategies of training Russian language teachers. Each of these strategies is described in terms of the objectives and content of education, competencies to be formed and mechanisms of their realization.

The Beijing institute of Russian language and translation of Russian literature in 20th century China

ABSTRACTThis article introduces the key stages and major figures in the historical development of the Beijing Institute of Russian Language (1899–1935), a leading school offering Russian language education in China at the end of the Qing Dynasty and during the Republican era. The institute attracted several notable Russian sinologists and brought up Chinese translators, who became the leading agents of Russian literary thought in China. Current work discusses the contribution that the school’s lecturers made in the field of intellectual and literary exchange between China and Russia while teaching in the Beijing Institute of Russian Language. It evaluates the translation activities carried out by the graduates, predominantly Geng Jizhi, Qu Qiubai, and Wei Suyuan, reflecting the changing priorities of Chinese literary thought from the beginning of the May 4th movement to the late 1930s.

Школа иностранных языков (Исюэгуань) при Пекинском университете и преподавание в ней русского языка (1904–1911 гг.)

Школа иностранных языков (Исюэгуань) при Пекинском университете и преподавание в ней русского языка (1904–1911 гг.)

Modern Russian textbooks for schools in Czech Republic: advantages and disadvantages

The article analyses the current state of the Russian language teaching materials in the Czech secondary and high school. The Russian language is taught at Czech schools as the second and third foreign language. This naturally influences aims, contents and methodological concept of study packs used in the foreign language teaching. The authors point out the requirements for modern Russian language school textbooks, fundamental criteria for assessing them, the particularities of learning Russian in a closely-related language environment. Among the so-called coursebooks of a “new type” the authors determine electronic and interactive versions of textbooks which started to appear in classrooms recently. However, not all of them meet modern requirements. The article analyses the study packs used in Czech Republic in order to reveal their advantages and disadvantages. The conclusions are proved by the results of the survey carried out among Russian language teachers at Czech schools.

Information Technologies as the Main Component of Formation of Professional and Communicative Competence of Russian Language and Literature Teachers

The article is devoted to the actual problem of the formation of professional communication competence of a teacher. The potential of electronic educational resources and the practical use of the techniques and skills of activities in the information educational environment in the context of future professional activity are considered. The use of electronic educational resources makes it possible to provide a highly informative capacity of educational and linguistic material and contributes to the creation of optimal conditions for the training of future teachers of Russian and literature. Digital pedagogy approaches information technologies as an integral part of educational and methodologicalcomplexes, considering them as factors that contribute to the formation of professional competence of future teachers in Russian language and literature. The new teaching method developed was tested at Al-Farabi Kazakh National University. At the initial stage, students’ preferences were studied. A survey of 350 students of pedagogical specialization was done. The questionnaire included two sets of questions: on the positivity / negativity of the acceptance of the new methodology and the means of instruction; evaluation of the usefulness and informational saturation of the training tool. Overall, 69% of students liked the developed method; as noted by the respondents, the information educational environment improves the learning process (84%); facilitates the assimilation of educational material (80%), and allows you to independently study the educational material (71%). Key words: information and educational environment, communication competence, electronic educational resources, interactive learning tasks, professional activities.

Methodological Issues of Using Interactive Educational Technologies in the Professional Training of Future Teachers of Russian Language and Literature

The article is devoted to the methodological issues of introducing interactive forms of education – one of the most important areas for improving the preparation of students in a modern university. The authors emphasize that the modern possibilities of interactive teaching aids are the dominant of activity-based orientation of the student’s educational process at the university. Considering the educational process of the University as a complex system, including as the main components of professional training of the future pedagogue educating and shaping the activities of lecturers and educational and cognitive activity of students, the authors identify the following types (stages) of educational activity: (1) empirical activity as a stage of perception – the use of psychological and equipment specific approaches, aimed at attracting the attention of the student to the analyzed linguistic phenomenon; (2) heuristic activity to recognize the situation; (3) reproductive activities to transform the model and acquire new knowledge; (4) practical activities related to the development of skills. According to them, the authors have developed a training program with tasks, focusing on these stages. Prior to the application of the developed methodology, a questionnaire was conducted to identify the level of professional learning (students’ ability to self-study, the ability to attract new information on additional examples, the method of “display”, interactive learning with the assessment of the actions of students), evaluation of cognitive motivation and communicative activity of students. It was found that 46% of the students in the sample had a high level of professional learning, 44% above average, 7% average and 3% - reduced.Key words: interactive educational technologies, didactics, tool, multimedia.