Russian Language Teaching Research Articles

Diagnosis of professional competence future teachers of the Russian language and literature with integrative teaching technology

Diagnosis of professional competence of future teachers of the Russian language and literature with integrative teaching technology. The aim of the study is to consider the potential possibilities of criteria-based assessment (route map) as the basis of a multidimensional (multistructure, holistic, polysystem) model for the formation of professional competence of future teachers of Russian language and literature. Polystructurality is characterized as a set of stable relationships between many elements (subsystems) of a multidimensional model that ensure its integrity and the nature of the relationships within the system. The multi-system is the result of the integration of interactive educational technologies that differ in the levels of their goals, objectives, content.The authors analyze various approaches to the formation of competence in the process of pro￾fessional formation of a pedagogical worker and offer activating, intensifying ways of organizing and interacting a teacher and a student, in which the emphasis is transferred from the teacher’s teaching activity to the student’s cognitive activity. The stage of professional development includes the successive development of two levels – the informative one, in which professionalism is established in accordance with a satisfactory level of methodological training at a pedagogical university, and the information one, in which the future subject subject teacher operates with a variety of forms, methods, and interactive teaching methods Russian language and literature.

북한의 중학교 러시아어 교육: 로어 교과서 분석을 기반으로

본 연구는 북한 중학교 과정의 러시아어 교육 실상에 대한 이해 제고를 목표로 한다. 이를 위해 중학교 로어 교과서를 분석 자료로 삼아 1)교육 목적과 목표, 2)교과서의 구성 체계, 3) 교과서의 소재 및 내용을 분석하였다.BR 분석 결과 교과서 머리말을 통해 러시아어 교육의 목적과 의의가 사회주의 선전, 과학기술 발전, 선진기술 도입, 실천적 인재 및 지식으로 드러나 외국어 교육의 도구적 성격을 확인하였다. 교과서의 구성 체계를 통해서는 언어 기능의 범위와 수준이 고학년으로 갈수록 넓어지고 높아짐을 확인하였다. 교과서 지문의 소재와 내용을 살펴본 결과 네 가지 특징을 도출하였다. 첫째, 우상화가 러시아어 교육의 최대 목표이다. 둘째, 공산주의 도덕 소재가 학년 별로 고루 분포되어 있다. 셋째, 정치사상 교육이 배제되어 있지 않다. 넷째, 서구생활에 대한 소개가 없다.BR 결론적으로 북한의 중학교 러시아어 교육은 형식과 언어 기능 면에서는 일반적인 외국어 교육과 다를 바가 없다. 그러나 교육 목적과 내용면에서는 의사소통의 함양과 타 문화권에 대한 이해가 아닌 국가 이념의 전달과 사회주의 체제의 확립이라 할 수 있다.

Test system as a means of assessment in Russian language teaching and usage of test system in teaching Russian

Eğitim programının öngörülen standartlarını yerine getirirken öğretilen bilgilerin öğrenciler tarafından ne kadar anlaşıldığını görebilmek için ölçme ve değerlendirme yöntemini belirleyebilmek oldukça büyük bir önem arz etmektedir. Bu yüzden bahsetmiş olduğumuz bu değerlendirmenin doğru ve kesin yapılabilme konusu günümüzde güncelliğini korumaktadır. Ölçme ve değerlendirme yöntemini başarılı bir şekilde gerçekleştirebilmek ve bu konuya objektif yaklaşabilmek için öğrencilerin bilgi düzeylerinin kontrolünün de çeşitlilik içermesi önemlidir. Bilindiği üzere yüksek eğitim kurumlarındaki yabancı dil eğitimi veren fakültelerde öğrencilerin edindikleri yabancı dil seviyelerini ve bu dildeki bilgi ve becerilerini ölçmek üzere farklı ölçme değerlendirme kıstasları uygulanmaktadır. Bu kıstaslar klasik yazılılar, sınava yönelik araştırma ödevleri ve testlerdir. Bunların arasında testler hem öğretmene hem de öğrenciye kazandırdıkları bakımından çalışmamızda irdelenmiştir. Test sistemi sadece yabancı dil eğitiminde değil aynı zamanda hayatın birçok alanında sıklıkla kullanılan, hem testti yapan hem de teste tabi tutulan şahıslara birçok avantaj sağlayan bir ölçme değerlendirme unsurudur. Ölçme değerlendirme unsuru olarak test sistemi sonuçlara daha objektif yaklaşılmasını, zaman kaybının en aza indirgenmesini, eksikliklerin hızlı tespiti ve bu sayede de eğitim sürecine hızlı müdahaleyi mümkün kılar. Çalışmamızda test sisteminin tarihsel gelişiminin yanında genel olarak yabancı dil eğitimine kattıkları ve özellikle de Rus Dili ve Edebiyatı bölümlerinde test sisteminin kullanılması ile ilgili naçizane görüşlerimiz yer almaktadır.

РАЗВИТИЕ ЛИНГВОКУЛЬТУРОВЕДЧЕСКОЙ КОМПЕТЕНЦИИ ОБУЧАЮЩИХСЯ ПОСРЕДСТВОМ ОРГАНИЗАЦИИ ДИАЛОГОВОГО ПРОСТРАНСТВА НА УРОКАХ РУССКОГО ЯЗЫКА И ЛИТЕРАТУРЫ

The development of linguistic and cultural competence of students is possible on the basis of the dialogue of cultures. The text-centric (textoriented) principle of the Russian language and Literature teaching is regarded as fundamental in the aspect of the dialogue of cultures. It contributes to the formation of the dialogue thinking and allows students to form the systematic view of the world and culture.

THE DEVELOPMENT OF LINGUOCULTURAL SKILLS AMONG FUTURE RUSSIAN LANGUAGE TEACHERS OUTLINED IN UNIVERSITY EDUCATIONAL PROGRAMS

The issue of developing linguocultural competence among future Russian language teachers is relevant in the context of multicultural educational space, considering that this competence is the most important and professionally significant personal quality. The development of linguocultural competence ensures student’s readiness to implement the ideas of the culturological approach in the process of education, his/her readiness to teach the Russian language in the context of Russian culture and the dialogue of cultures. The purpose of the study is to illuminate the methodological experience in the application of modern methods and technologies in the system of higher education. The aim of such methods and technologies is to help the future Russian language teacher develop linguocultural competence during the course of studying the culture-oriented methodological subject Intercultural Communication in the Russian Language Lessons, which is included in the educational bachelor’s degree program 44.03.05 Pedagogical Education (with two specializations) at the North-Eastern Federal University n.a. Ammosov. To achieve this goal, the following tasks are performed: study of the theoretical foundations of culture-oriented linguistic methodology; analysis of the concepts, methods, and technology of developing linguocultural competence in the course of studying languages; definition of the methods and technologies of developing linguocultural competence of future Russian language teachers applied in the course of Intercultural Communication in the Russian Language Lessons. These tasks are performed through a set of theoretical and empirical methods, including: analysis of scientific and methodical literature, study and analysis of educational standards and programs, lesson observation, analysis and evaluation of the products of students’ learning activities; description of pedagogical experience. The study was conducted under the guidance of the Department of Russian Language and Literature Teaching Methodology at the Philology Faculty of the North-Eastern Federal University n.a. Ammosov. The introduction of the course of Intercultural Communication in the Russian Language Lessons shows that the development of linguocultural competence among students is facilitated by the application of the principle of science and the connection of theory and practice, the principle of intersubject communications and the integrative approach, the principle of competency and the activity approach, and correlations between learning and research activities. Effective methods of developing the linguocultural competence among future Russian language teachers are: problem lectures (binary and interactive); imitative learning technologies; project technologies (individual and group projects); and research methods.

Functional grammar and teaching of Russian grammar in China

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

The Рroblems and Аpproaches of Russian Тeaching in the Universities of Xin Jiang

This paper aims to discuss the existing teaching problems and teaching approches of Rus- sian in Xin Jiang Province universities(People’s Republic of China). The aim of the research is to ana- lyze the methods used for teaching Russian in universities in Xin Jiang. The main problems of teaching Russian in universities in Xinjiang, according to the author, are the lack of experienced and qualified lecturers, unbalanced programs and the lack of a unified methodology. The author predicts that as the partnership and interaction between China and Russia develop, China will need more and more special- ists in the Russian language in the future. The research included a survey of respondents on the quality of Russian language teaching in Xinjiang. The survey involved a total of 590 respondents, studying and teaching Russian language. However, 487 respondents fully completed the questionnaires, so the analy- sis was carried out for this sample. The questionnaire consisted of 18 questions and was divided into 4 parts. The first part is basic information about the respondent; the second part is related to the curricu- lum; the third part is an overview of problems in teaching Russian; the fourth part is the future direction of development and employment. Key words: Russian language teaching methods, level of language proficiency, teaching Russian as a foreign language, comparative education, teaching methods, China.

«Стихи на трудности русского языка»: правила русской орфографии в стихах

Poems that include formulas of spelling rules, specially written to help teacher of Russian Language were popular during the last century: one could find numerous rhymed rules in various textbooks, in article on teaching methodology, in tutorials, and in children’s books. Such rhymed rules address spelling mistakes, speech and versification errors, and distorted linguistic information. The article focuses on the problem of children’s perception and memorization of rhymed speech and expediency of usage of rhyming as a mnemonic method. Language particularities of didactical poems in Russian language (typical speech and grammatical errors, mistakes in poetic text construction) are considered. Children’s humorous modifications of the didactical poems ultimately serve as proof of their failure to deliver the desired educational outcomes. Ways of proposing linguistic information and its possible distortion (connected with text organization) are analyzed and studied. An important component question of this study probes why the Russian language teachers are still so fond of these poems as in-class instructional material.

НАЦІОНАЛЬНО ОРІЄНТОВАНЕ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ В КОНТЕКСТІ ЛІНГВОДИДАКТИЧНОЇ ПАРАДИГМИ XXI СТОЛІТТЯ

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

ОБЗОР МЕЖДУНАРОДНОЙ НАУЧНОЙ КОНФЕРЕНЦИИ «НАСЛЕДИЕ СЕМЬИ РЕРИХОВ: ИНДО-РУССКИЙ МАГНИТ. К 100-ЛЕТИЮ СОЗДАНИЯ ФИЛОСОФСКОГО УЧЕНИЯ ЖИВОЙ ЭТИКИ»

The article covers the proceedings of International academic online conference ‘The Roerich Family Heritage: Bridge between India and Russia. Marking the Centenary of the Creation of the Philosophical Teaching of Living Ethics’, which was held on November 27, 2020. The conference was organized by the Indian Association of Teachers of Russian Language and Literature (INDAPRYAL) and The International Centre of Roerichs (ICR). Researchers from India, Russia and Belarus took part in the project. The entire Roerich family was indeed brilliant in its versatility: Nicholas Roerich — a great Russian artist, humanist and public figure of the 20th century, Helena Roerich — a cosmist philosopher, George Roerich — a prominent orientalist, historian and linguist, and Svetoslav Roerich — an outstanding artist and public figure. The philosophical doctrine of Living Ethics was created by Helena Roerich in close connections with the ancient spiritual traditions of India. March 24, 2020 marks the 100th anniversary of the beginning the creation of the corpus of these texts. Living Ethics was the main common factor of all the Roerichs’ works. The conference discussed the exceptional role of the Roerichs’ heritage in Indo-Russian cultural interrelations. The topics of the papers included a wide range of areas for studying the multi-faceted creative heritage of the Roerich family — the close connection between the philosophy of Living Ethics and Vedic and Buddhist philosophy, epistolary works of Helena Roerich as a detailed commentary on the texts of Living Ethics, images of India in the Roerich heritage, preservation and popularization of the Roerich heritage in the space of Indian culture etc. The conference showed that the Roerichs’ heritage contains a rich scientific, cultural and creative potential for the development of Russian-Indian relations, deepening mutual understanding and bringing the cultures of the two countries closer together.

Очерк истории преподавания русского языка в южной Маньчжурии (Мукденская провинция) в поздние годы династии Цин

Очерк истории преподавания русского языка в южной Маньчжурии (Мукденская провинция) в поздние годы династии Цин

Types of communicative coordination in dialogues in academic sphere of communication

The educational and professional sphere of communication is one of the dominant in the Russian language teaching of foreign students. In this regard, the topic is significant for the practice of teaching Russian as a foreign language. The main goal of the work is to study the types of communicative coordination in the dialogical texts of the educational and professional sphere of communication (philology profile). The paper explores peculiarities of educational and professional speech of language students. The authors propose to use the concept of Borisova in relation to the analysis of the speech interaction methods in educational and professional dialogues. The authors concluded that all four types of communicative coordination of speech behaviour are presented in such dialogues. The authors suggested that it is necessary to develop interaction skills among foreign students studying the Russian language professionally for successful communication with native Russian speakers. In addition, it helps to improve the level of communicative and professional competence of foreign students. When developing a system of exercises for teaching dialogical communication in the educational and professional sphere, different types of communicative coordination should be taken into account.

Conditions for implementing a systemic and activity-based approach to Russian language teaching in elementary school

Conditions for implementing a systemic and activity-based approach to Russian language teaching in elementary school

К ВОПРОСУ О ЛИНГВОКРАЕВЕДЧЕСКОЙ НАПРАВЛЕННОСТИ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

Abstract. Introduction. The formation of socio-cultural competence in a multicultural environment is an urgent topic of modern foreign language education. The purpose of the research is to reveal the peculiarities of teaching Russian to foreign students in a regional Russian University. Materials and Methods. The object of the research is the method of forming socio-cultural competence in the process of teaching Russian with a linguo-regional orientation. The material of the research is local history texts about the traditions, history and culture of the Buryat people, which are adapted for educational purposes and supplemented by the author’s development of lexical and grammatical tasks. The scientific and methodological material is presented on the basis of a descriptive method of research and analysis of their own pedagogical experience. Results. The scientific novelty consists in the consideration of practical forms of work on the formation of socio-cultural competence, taking into account the national and regional component, using the example of teaching Russian to foreigners at the Buryat state University. The research results in a fragment of a lesson on regional studies developed within the framework of the linguistic and regional orientation of Russian language teaching in the regions of Russia. Conclusion. In the future, the systematic use of local history material in the educational process will expand the productive forms of work on the formation of socio-cultural competence for foreigners who have arrived for a language internship at a regional Russian University. Keywords: Russian as a foreign language, linguistics, national and regional component, linguistics, socio-cultural competence, language training, Buryatia.

Реализация кумулятивно-интегрирующей функции ментальной карты на занятиях по теории и методике обучения русскому языку

Реализация кумулятивно-интегрирующей функции ментальной карты на занятиях по теории и методике обучения русскому языку

Образ учителя-словесника в стихотворениях учеников In Memoriam

The article is devoted to the daily life of a Russian language teacher. A peculiar and insufficiently studied source of everyday life description is the poems In Memoriam. We have analyzed poems published in various sources and dedicated to famous language teachers of the late XIX – early XX centuries: V.I. Vodovozov, S.A. Varsher, V.P. Ostrogorsky, P.V. Smirnovsky. The purpose of the work is to reconstruct the perception of the image of a language teacher in the In Memoriam poems of students’. The article uses a comparative historical research method, recruits memoirs, introduces previously little-known materials to the scientific community. It is revealed that the poems In Memoriam have a single organization principle: The emphasis in them is put on the perception of the death of the teacher and the teacher himself. At the same time, personal qualities and biography facts are mentioned in a condensed form. The authors do not create specific images of their heroes (one can only catch the real traits), but artistically recreate the image of the teacher with his set of virtues. Poems have a specific emotional coloring: the motives of sadness, grief, irreplaceability of loss dominate in them; there is a combination of motives for passing away and immortality. At the same time, the primary attention is paid specifically to the teaching merits of the educators’, their role in shaping the spiritual world of their students. It is established that the category of memory is the most important in the system of artistic coordinates of all works. It is concluded that all the poems are united by the author’s understanding of the personality and fate of the teacher of literature, expressed in them, and the works of memorial poetry can supplement the overall picture of the history of school literary education.

ЯЗЫКОВАЯ ПОЛИТИКА УКРАИНЫ НА ЮГЕ И ВОСТОКЕ СТРАНЫ КАК МЕТОД ЭТНОКРАТИИ

The author characterizes the language policy of post-Maidan Ukraine (2014-2020) in the South and East of the country as a method of consolidating ethnocracy in the process of nation-building. An assessment of the state and trends in the historiography of the problem is given. Ethnodemographic changes in the structure of the population, as well as public opinion in the South and East of Ukraine over the period from 1989 to 2020 were revealed. The intentions of the language policy of Ukraine are revealed. The ineffectiveness of international influence to ensure compliance with democratic norms of language policy is noted. Russian Russian language policy is defined as the destruction of institutions of Russian-language education and mass media in the Russian language, the weakening of Russian ethnic identity, carried out by the state authorities of Ukraine. An important factor in de-Russification is the armed conflict in the Donbas, which has become a catalyst for the transition to ethnocracy in Ukraine. At the same time, the unrecognized states in Donbass maintain the equality of languages on their territory. It is concluded that the dual (mixed) identity of residents of the South and East of the country is preserved at the regional and local levels. At the same time, the Russian-speaking community in the South and East of the country remains politically weak and disorganized, and is subject to targeted discrimination. The political consequences of forced ukrainization, as well as resistance to ethnocracy in public opinion and voting in elections, are determined.

Actual Problems of Teaching Russian language in Modern Conditions

Teaching any foreign language as a second language requires specific familiarity with the environment of the country of learning this language. It is important for foreign language teachers consider some live factors in order to motivate students to learn the language easier. However, this hasn’t always been easy for teachers to overcome all the difficulties. In this article, an attempt will be done to analyze those problems and solve them on the sample of Russian language teaching. Moreover, it also highlights components of discussion methods, communication and competences, reproductive learning strategies for students using the innovative technologies.

Computer Linguodidactics in the System of Innovative Language Education

One of the most important tasks of innovative language education and language policy of Russia is to comprehend the Russian language as a powerful factor that forms a sense of human involvement in the socio-cultural creation, as well as the civilizational transformation of Russia and the world. The Russian language and culture preservation, development, and dissemination (both in arts, the cultural sector, as well as science and technology) is according to the authors an imperative of stability, security, and competitiveness of Russia in the globalizing world. A special role in determining strategies and tactics of teaching the Russian language in the paradigm of a new lifestyle of mankind and the global educational environment belongs to electronic, digital, and telecommunication technologies. The subject of the present study is the educational language process, organized based on computer (digital) technologies and the optimal implementation of the linguistic and didactic qualities of electronic learning tools. The objective of the study is to determine the goals, subject matter, methods, forms, and means of computer linguodidactics, aimed at substantiating the laws and determining effective ways of language learning by means of info-communication resources. The paper outlines the research methods of the innovative language education system as well as linguo-didactic abilities of computer tools in the formation of multilevel Russian-language communicative competence and its individual components in students. The authors suggest the ways and means of updating and enrichment of professional-pedagogical competence of the Russian language teachers in the use of information and communication technologies, as well as in defining the prospects in the educational interaction (electronic, network) of teachers and students, contributing to maintaining the competitiveness of domestic language education and the pedagogical community.

A.D. Deikina’s scientific school: conceptual role of axiological approach in Russian language teaching

The article describes the issues of axiological linguodidactics exemplified in methodical studies of A.D. Deikina’s scientific school: linguistic substantiation of axiological aspect in Russian language teaching, culturological component of pupils’ value system, new technologies for axiological skills development at Russian language lesson, philology students’ value system development as a professional competence. Conceptual features have been defined in scientific school research: focus on personality development, social experience acquisition, training the aptitude to various cooperation with the surrounding community. The scientific school works reflect conceptual development of linguistic and methodical training for Russian language teachers, focused on increasing pupils’ learning and cognitive motivation and improving their personal, metasubject and subject achievements. The scientific novelty of the research is defined by the key idea of anthropocentricity, integrity of essential components of axiological methodology, multifacetedness of approaches to text-oriented language studies. The scientific research in the article shows the development of Russian language teaching methodology in the first decades of the XXI century. The value of the article for contemporary school education lies in the fact that axiological linguistic methodology assists in developing cultural identity of future Russian citizens.