Russian Language Teaching Research Articles

THE ROLE OF REFERENTIAL COMPONENT IN THE PROCESS OF FOREIGN RUSSIAN LANGUAGE TEACHING

Purpose: to identify the role of referential component in the process of foreign Russian language teaching. Methodology: theoretical analysis, practical studies in foreign Russian language teaching. Results: on the basis of the theoretical analysis and practical employment the role of referential component in the process of foreign Russian language teaching is proved. The conscious use of the referential component in the process of foreign Russian language teaching improves learning and presentation of training material. Practical implication: the system of education.

DEVELOPING THE METHODICAL THINKING OF PROSPECTIVE RUSSIAN LANGUAGE TEACHERS

The paper is devoted to fostering the methodical thinking of the philological profile students. The methodology basis incorporates the procedural and cognitive approach along with the strategic direction on the cognitive process management at all educational levels. The author considers the main characteristics of methodical thinking, its content and structure including the set of cognitive components. The methodical thinking is regarded as a capability of effective work with linguistic and methodological information (i.e. analysis, transformation, optimization, and adaptation for learning purposes); easy formulation of language rules; scientific methodological generalization; implementation of the assessment and diagnostic instruments based on research experience. The author describes the development process of methodical thinking of prospective Russian language teachers, exemplified by series of workshops exploring the complex of methodology problems; the types and algorithms of the given problems being demonstrated. All the necessary teachers’ qualities can be developed by means of solving the specific methodological problems and developing the cognitive component of the thinking process.

Структура и содержание профессиональной компетенции преподавателя русского языка в высшей технической школе

Структура и содержание профессиональной компетенции преподавателя русского языка в высшей технической школе

Psychological and linguistic features of the Russian language acquisition by international students

The paper presents the results of a full-scale interview with Russian language teachers that teach Russian as a foreign language at the preparatory departments at multinational universities. The research findings identified the basic psychological and linguistic features that are typical for the Russian language acquisition by the students from different regions of the world (Africa, Latin America, Southeast Asia, Arab countries).

Богатство и красота русской речи как главное достоинство учителей русской словесности зарубежья

This article assesses the third international competition "The best teacher of Russian literature abroad". The competition involved the teachers of Russian language and literature from a variety of countries - The Commonwealth of Independent States, Baltic States, Europe, Asia, USA and Africa. At the final stage, which was held in Moscow, past competitive selection of teachers shared their techniques and revealed features of its implementation.

Russian Language in the Central Asia Region

He article is devoted to the role of the Russian language in Central Asia and its development perspectives in the context of the Eurasian integration processes. Russian language has a long historical tradition in Central Asia and hasn't lost its importance even at the background of two waves of "derussification" that took place after 1991. Notwithstanding the decrease of the status, it keeps substantial public significance. During last two decades only in Turkmenistan we are witnessing the decrease in spreading of the Russian language among title population of the Central Asia region. Its positions as an active communication channel is secured not only by the social tradition, but also by the competitiveness of the Russian language education, advantages of the bilingual business, requirements of the labor migrants, HR interests and by some other pragmatic thoughts, which role within the context of Eurasian economic integration will increase. Despite the difficulties, it is too early to speak about the decrease of the Russian language in the Central Asia region. It is more likely that the institutes itself that maintain it and promoting it are at the low ebb. New scales and forms of practical work that is interested not only for Russia, but also Central Asia countries are required. Pressure on the resources of the Russian language increases the possibility of ethnic conflicts and strengthens the positions of political radicalism in Central Asia region.

Гуманистическая сущность текста при изучении русского языка в аспекте межкультурной коммуникации

This article describes the humanistic essence of the text, which express
 communicative functions of a language. Text is a linguistic and didactic unit
 that promotes knowledge of the language and the development of skills and
 competences, including communicative and cultural. Appeal to the text in
 the Russian language course is an appeal to the author’s identity, his position,
 his cultural space. To achieve positive results we need selection and
 search of modern Russian language teaching. Dialogue with the text is one
 of the cognition methods of the language. We can speak about useful reflection
 on the text (poetry, prose), based on the amount of knowledge and
 skills of students in the language and broadly — in the culture. Systematic
 work with the text will help the student to acquire intercultural competence,
 to overcome the difficulties in cross-cultural communication, keeping the
 priorities of their own culture and respecting the culture of the interlocutors.

Which teaching practices improve student performance on high-stakes exams? Evidence from Russia

This study examines the relationship between student achievement and teaching practices aimed at raising student performance on a high stakes college entrance examination—the Russian Unified State Exam (USE). Data come from a survey of 3000 students conducted in 2010 in three Russian regions, and the analysis employs a student fixed effects method that estimates the impact of mathematics and Russian language teachers’ practices in advanced and basic tracks on students’ exam results. The study finds that the only practices positively affecting test outcomes are greater amounts of subject-specific homework, and that the most effective type of homework differs across tracks.

Evaluation of University Student's Opinions about Learning Russian Language

Since ancient times foreign language is the most important communication tool for societies to reflect their cultures. In this study, university student's views towards learning Russian language are evaluated. Aim of the study is to research the student's knowledge and how much they have learned Russian languages. The study was conducted on 49 volunteered undergraduate students from the Department of Tourism and Hotel Management at Near East University in Cyprus. During the 2011-2012 Spring term, data was collected by means of a survey developed by Gomleksiz (2002). The survey consists of 15 positive items. The Cronbach's alpha reliability coefficient of this scale was 0.95. The data obtained by the survey was analyzed using the Statistical Package for the Social Sciences (SPSS) program with the percentage and frequency statistical analysis techniques. According to results from this research finding, the majority of university students believe in the necessity of knowing and learning Russian language. The main reason for this is that it provides a better opportunity to be employed. The students who find that Russian language education provided at universities is insufficient, argues the main reason for this is the weekly Russian language lessons not being enough hours.

Методологические основы совершенствования теории обучения русскому языку в условиях модернизации образования

Методологические основы совершенствования теории обучения русскому языку в условиях модернизации образования

System of Professional Education in Regions of Pre-Revolutionary Russia (through the Example of Bashkiria)

Development of professional education in pre-revolutionary Bashkiria can be divided into two relatively independent branches: Islamic and national Russian-language education. The former was launched in the 17th century, while the latter began to evolve in the mid-18th century. Specific features of their evolution were determined by geographical, economic, historical, ethnic and religious conditions that had been formed by that time in the territory of Ufa Governorate, which is now Bashkortostan. The paper describes religious, pedagogical, medical, commercial, legal, engineering, artisanal, agricultural, and other professional educational institutions that existed at that time. We provide an analysis of teaching practices applied by professional religious educational institutions, both Islamic and Orthodox, that prepared church ministers and teachers. We argue that diversity of types of teacher education institutions characteristic of the region was a unique henomenon, as the types included: 1) teacher institutes (Orenburg, Ufa); 2) teacher seminaries (Blagoveshchensk, Belebey, Sterlitamak); 3) Russian and non-Russian teacher schools (Ufa, Birsk); 4) teaching courses and classes provided by general education institutions; 5) teaching classes provided by women’s gymnasia and progymnasia; 6) Islamic teacher education institutions; 7) Orthodox teacher education institutions (the rural localities of Nikolo-Beryozovka and Bakaly); 8) teacher training externship; 9) nonconventional forms of teacher training. Among the most significant achievements of pre-revolutionary professional ducation in Bashkiria, we should mention its multi-levelness, diversity, multifaith approach, and the aspiration of its organizers to satisfy interests of various population groups and to consider specifics of different regions. This system developed through creating a uniform educational space. Social initiatives played an important role, so education management was pretty much state and public.

Interactive methods of formation of linguistic competence in teaching of Russian language for non-Russian students of non-philological specialties

This article analyzes the interactive methods of linguistic competence in teaching the Russian language of non-Russian students are scholars.

Which Teaching Practices Improve Student Performance on High-Stakes Exams? Evidence from Russia

This study examines the relationship between teaching practices aimed at raising student performance on a high stakes college entrance examination — the Russian Unified State Exam (USE) — and student performance on that test. The study uses data from a school/classroom survey of almost 3,000 students conducted in 2010 in three Russian regions. The analysis employs a student fixed effects method that estimates the impact of teaching practices used by students’ mathematics and Russian language teachers on students’ exam results. To test for possible heterogeneous effects of practices in different academic tracks, the study estimates the practices’ effect on USE scores for students in advanced and basic level tracks. The study finds that the only strategy with positive effects on test outcomes is greater amounts of subject-specific homework geared to different types of test items, and that the most effective type of homework differs across tracks.

РУССКИЙ ЯЗЫК НА СЕВЕРНОМ КАВКАЗЕ: ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ В ПОЛИЭТНИЧЕСКОЙ СРЕДЕ

The article is devoted to the problems of functioning and teaching of the Russian language in the North Caucasus in the early XXI century. In the contemporary development phase of Russia, the study of Russian language as a state language is one of the main conditions of cultural unity of a multinational country. Important disintegration factor consists in the decrease of the Russian language positions against the background of national languages and cultures explosion. Undoubtedly Russian language and literature teacher is just the man that ought to bring up the younger generation and cultivate love for the Russian language, literature, and culture. The training of such a specialist is a difficult and multifold process. A Russian language and literature teacher works in a national school, in the typical of the North Caucasus bilingualism conditions must be also skilled in teaching Russian as a foreign language. They must be well-trained for successful work in a polyethnic region. The strategic geopolitical aim is to support the Russian language and culture in the North Caucasus.

“A Distant Land of Snow …”: Russian Language Learners’ Representations of Russia

Abstract Extensive research has been done on language learners’ perceptions and representations of the target lan­guage country, culture and speaking community. However, first of all, there is a lack of such studies in the context of Russian language teaching and learning. Secondly, no attempts have been made in the previous stu­dies to quantitatively assess the favourabillity of the country images held by the language learners. The pre­sent study addresses these gaps in research literature. It employs an interdisciplinary approach to explore the content of Russian language learners’ stereotypical representations of Russia and to assess favourability of these stereotypes. The findings indicate that the students’ representations of Russia were predominantly positive though their knowledge about the country was limited. The study offers a discussion on pedagogical implications of its findings.

Using of historical material in study of Russian language in a technical university

The problem of teaching of Russian language in a technical university is considered in the article. The need and ability to use the historical language material in the study of Russian language is proved and it is stated that it will allow students to broaden horizons, learn to see and understand certain patterns occurring in the modern language, touch the most important events and moments of history and culture of our people.

Traditions and Transitions: Russian Language Teaching in the United States. In Celebration of the Career of Dr. Victorina Lefebvre

Traditions and Transitions: Russian Language Teaching in the United States. In Celebration of the Career of Dr. Victorina Lefebvre

Przygotowanie studentów do zawodu nauczyciela języka rosyjskiego (drugiego obcego) w szkole średniej. Opracowanie badań własnych

Przygotowanie studentów do zawodu nauczyciela języka rosyjskiego (drugiego obcego) w szkole średniej. Opracowanie badań własnych

Connecting Classrooms: Russian Language Teaching Project at UCF

Connecting Classrooms: Russian Language Teaching Project at UCF

For Whose Common Good?: The Russian Philanthropic Society in Finland and the Challenges of Russian Language Education in Late Imperial Russia

This article examines the extent to which efforts by the Russian Philanthropic Society in Finland (RBO) to provide funding for education in Russian-language primary and secondary schools helped foster a sense of solidarity among Russian migrants from the empire at the end of the nineteenth century. The RBO dealt with issues that had implications far beyond fundraising for Russian schools. How could the organization finance these schools when the Russian donor base in Finland was so small? How should the society decide who deserved funding? This study relates to the parameters of Finland’s Russian community at the end of the nineteenth century. It reflects on how voluntary associations complicated the mapping of social boundaries that united and divided people. This article demonstrates that voluntary associations’ activities can reveal as much about divisive factors as unifying ones within a cultural community.