Russian Teachers Research Articles

Условия эффективного применения исследовательских методов в практике воспитания

The article analyzes the trends in theoretical and methodological rethinking of the practice of education in a changing society and the need for its development as an environment that stimulates innovative processes. The development of upbringing practice in the activities of a modern teacher requires him to be constantly ready to solve research problems caused by the need to penetrate into the essence of the features of the formation of a child's personality in rapidly changing conditions, the nature of building relationships with him, involving him in activities and communication. The experience of the authors' work as experts of innovative projects in the practice of education is analyzed. The reflexive competence of the teacher in professional activity is disclosed in detail. The conditions for the effective application of research methods in the practice of education are outlined: reliance on the methodological foundations of education; reliance on the theoretical foundations of the organization of research activities; the formation of the competence of professional reflection, reflective competence as the ability to translate the problem of professional activity into a research task; constant appeal to the experience of colleagues and its study, the need for a practicing teacher to be aware of innovative ideas that are born in the practice of Russian teachers and foreign colleagues.

Communicative Behaviour Stereotypes of the Future Teacher of the Russian Language — Bilingual in the Context of Pedagogical Discourse

The research has linguistic and methodological focus and concerns the development of theory and practice of methods of teaching Russian (non-mother tongue) language to national Russian bilinguals. Substantiation of ‘stereotype’ concept in relation to the key concepts of the research is provided in the article: ‘bilingual personality’, ‘ethno-linguistic consciousness’, ‘sociocultural position’, ‘cognitive-communicative activity’, ‘communicative behaviour’, ‘teacher of the Russian language — bilingual’. The purpose of the research is to establish the reasons and analyze stereotypes of communicative behaviour that are revealed in linguistic and methodological activity of the future teacher of Russian and native languages — Komi-Permyak bilingual in the context of pedagogical discourse.

Vladimir Mikhailovich Mysh — one of the founders of the Siberian Surgical School (on the 150th anniversary of his birth)

The article presents the facts concerning the career and creative development of an outstanding Russian teacher, a well-known public figure, academician of the USSR Academy of Medical Sciences, Honored Scientist of the RSFSR, one of the founders of the Siberian Surgical School, Professor Vladimir Mikhailovich Mysh.

The classic textbook "Methodology of teaching Russian at secondary school" by A. V. Tekuchev

The article aims to identify specific features of the classic textbook for higher pedagogical educational institutions "Methodology of teaching Russian at secondary school" written by academician A. V. Tekuchev. The paper outlines the results of the analysis of the structure and content of the textbook. In addition, I examine a fragment of the generalised material concerning the addressed issue of tracing the history of the textbook on Russian teaching methodology. This material will be useful to improve courses in the theory and history of Russian language teaching methodology. Moreover, it can help Russian language teachers to develop the classical methodological ideas.

The Language of Pushkin, the Language of Putin: Teaching Russian in the United States

Russian language courses and programs in the United States emerged and developed in contexts which were characterized by the conflicting ideologies and politics of the United States and the Soviet Union (and, more recently, the Russian Federation). In addition, such programs have faced a number of other challenges, some of which are related to world language education in the U.S. context more generally, while others are language-specific and concerned only with Russian as a foreign language. This article provides a review of the current status of the teaching and learning of Russian in the United States, and suggests that among the challenges faced by Russian educators are the difficulties associated with learning LCTLs in general (and Russian in particular), political and ideological tensions, the lack of economic returns from the study of Russian, and the general ignorance of Russian society and culture in U.S. society. It is recommended that the recruitment of students can be increased by focusing on heritage language speakers of Russian, while an effort to improve the general knowledge of contemporary Russian society, as well as its history and culture, could also attract non-heritage language students. Ties to local Russian-speaking communities can also promote the study of Russian by U.S. students. Changes to the Russian language curriculum are also required, including the recognition of the diversity in the Russian-speaking world, challenges the concept of the Русский мир, and the inclusion of critical pedagogical approaches.

Description of The Experiment: The Effectiveness of the Use of an Interactive Pedagogical Website by a Teacher of Russian as a Foreign Language

The purpose of the study. To describe a pedagogical experiment for the research work “Pedagogical conditions for the formation of communicative competencies in the digital educational environment of a Russian university (in the preparation of students from foreign countries)” on the example of the introduction of an interactive pedagogical website into the digital educational environment. The intended goal defined the tasks: 1) define the concept of pedagogical experiment; 2) state the essence of the subject of the experiment; 3) make a scientific description of the experiment. In pedagogical science, it is definitely not possible to conduct an experiment for a number of psychological and physiological reasons. To get a more accurate result, you need to use different methods. This research article presents two types of pedagogical experiment.Materials and methods. To define the concept of pedagogical experiment, we studied the works of A. Leontiev on active mind, O. Borovkova on the problem of experience in historical science, V. Zagvyazinsky and V. Slastenin on methodology, methods and the importance of didactic research. They turned to the philosophical encyclopedia and the vision of the modern philosopher E. Loone about the futility of conducting an experiment in the presence of a documentary source, although F. Bacon considers the pilot experiment to be extremely important and fundamental, and his thought served as an epigraph to the article. They turned to the psychological dictionary and noted that the experiment is defined as cognition. Having proved the effectiveness of teaching the introduction of information technologies in pedagogical conditions, we found out, analyzing the work of V. Krutetsky, what abilities a modern teacher should have. We stopped at the criteria of A. Sidenko’s pedagogical experiment. Using the methods of observation, description, analysis and survey, we described in the article a search and verification experiment using the method of concomitant changes. In addition, an experiment was conducted with two groups: experimental and control.Results. A pedagogical experiment cannot be as accurate as in fundamental science, so the value of the article lies in a detailed description of the pedagogical experiment. Different methods were used: concomitant changes, where the principle is causation, and a parallel method, where the effectiveness of the interactive pedagogical website was tested by comparing the results of the two groups. Conclusion. The author of the article proved that the pedagogical experiment must be carried out in different ways in order to bring its results closer to the most accurate ones. Our experiments, the results of which are reliable, have proved the effectiveness of using an interactive pedagogical website in preparing foreign students for studying at Russian universities.

Colloquial Russian between theory and practice: what is claimed and what is real?

This paper presents an extensive review of the research literature on Colloquial Russian (CR) in the past 50 years with an extra focus on the teaching of Russian as a foreign language (RFL). First, using Zemskaja’s understanding of russkaja razgovornaja reč’ (1973, 1979, 1987, 2011, 2016), the article offers an overview of CR’s linguistic features and, second, it looks at the recommendations issued in the literature as to whether and when colloquial peculiarities should be taught—be it for receptive or productive communicative competence. Third, the paper presents the results of an empirical study, which was conducted to show how linguists, Russian instructors and teachers in German-speaking countries treat CR in their lectures and seminars on Russian linguistics as well as in secondary RFL classes and where their preferences lie. Based on the findings from this survey, the article then addresses what researchers preach and what practitioners teach and makes suggestions on how to narrow the gap between theory and practice, claim and reality.

Research on the functional semantic field of spatial orientation in russian and chinese languages

According to Bondarko's functional grammar theory, combined with the corpus of the Russian State Corpus and the BCC Corpus of Peking University, this paper discusses the language expression means of each subfield of the functional semantic field of spatial orientational category in Russian and Chinese Languages, and constructs the structure of directional functional semantic field. The research results of this paper will help Chinese students better grasp the grammatical structure of Russian spatial direction prepositions. At the same time, This paper systematically compares and analyzes the characteristics of the expressions about the directional functional semantic field in the two languages, provides theoretical guidance for Chinese college students to learn Russian, and provides theoretical support for teachers engaged in Russian teaching.

THE USE OF CORPUS IN TEACHING RUSSIAN AS FOREIGN LANGUAGE: THE REVIEW OF THE EXPERIENCE OF ITALIAN AND OF BELARUSIAN STUDIES AND NEW "SEAH" RESOURCES

The article provides a detailed overview of the development of corpus linguistics applied to Russian language and a review of the most significant Italian and Belarusian publications on the use of corpora for the descriptive analysis of the Russian language and the teaching of Russian as LS. In this panorama, the author emphasises the innovative character and potential that the Ru_Seah corpus constitutes both on the Russian corpus linguistics front and for teaching Russian as a foreign language. The paper considers the experience of creating a professionally oriented Russian-language text corpus for students of Architecture and Construction using the Sketch Engine corpus manager as part of the SEAH project. It describes the aims and objectives of the project and the approach to the selection of material for the corpus. The paper explains the balance of the corpus, the inclusion of texts of different genres and styles in the corpus. It also deals with the elements of the search engine in relation to the annotation of the text corpus. The structure of educational modules compiled using the SEAH linguistic corpus is considered.

Виртуальная экскурсия как инновационная форма обучения русскому языку как иностранному на довузовском этапе обучения при реализации регионального компонента

The aim of the study is to reveal the linguodidactic potential of a virtual excursion in teaching Russian as a foreign language. The article discusses the advantages of this innovative form of classes in the process of teaching students of the pre-university teaching stage. The scientific novelty lies in the definition of various types and kinds of virtual excursions in the context of the methodology of teaching Russian as a foreign language, taking into account the regional component. As a result, methodical recommendations have been developed on the use of virtual excursions as a means of optimizing the teaching of Russian as a foreign language at the pre-university (preparatory) teaching stage.

К. Д. Ушинский - редактор «Журнала Министерства народного просвещения» (к 200-летию со дня рождения)

The aim of the study is to characterise the activities of Konstantin Dmitrievich Ushinsky (1823-1870) as an editor of the Journal of the Ministry of Public Education. The necessity of this publication is explained by the fact that the work of the great Russian teacher as an editor of the main pedagogical journal of Russia has not been reflected in modern papers by Russian scholars, as well as by the 200th anniversary of his birth. The study shows Ushinsky’s efforts to transform the journal, which had previously been a strictly official collection of orders and directives of the Ministry, as well as random special papers, into a printing centre that united progressive pedagogical forces in Russia. Ushinsky’s relationship with the Ministers of Public Education E. P. Kovalevsky and A. V. Golovnin, with some authors, such as I. S. Bellustin, is revealed. As a result, the conclusion about the importance of K. D. Ushinsky’s activities for the development of the progressive Russian pedagogical press is made and the need for further research of K. D. Ushinsky’s heritage is emphasised.

TO THE 90th ANNIVERSARY OF DMITRY SEMENOVICH ISHCHENKO'S BIRTH: MEMORIES OF THE SCIENTIST

Summary. The authors of this article presented their memories of their teacher, and later a colleague – Dmitry Semenovich Ishchenko, who could have turned 90 on November 23, 2022. He was born in Odessa, on Staroportofrankovskaya street, and was a student and post-graduate student of the Russian Department, the Faculty of Philology of Odessa I. I. Mechnikov State University (now Odessa I. I. Mechnikov National University). After defending his dissertation, he worked at the Tiraspol State Pedagogical Institute (now Pridnestrovian Taras Shevchenko State University), headed the Department of the Russian language there; for several years he taught Russian at the University of Delhi, and in the 1970s he returned to alma-mater and worked until the end of his life (January 19, 2013) as an Associate Professor, Professor of the Department of Russian language, headed it from 1993 to 2010. From 2001 to the end of his life, D. S. Ishchenko was the editor-in-chief of the scientific and theoretical journal "Mova", paying a lot of attention not only to scientific, educational, organizational, but also to editorial work. Each of the co-authors covers different aspects of Dmitry Semenovich Ishchenko's life and professional activities.

Russian Teachers’ Attitudes towards Norms of Behavior on Social Media and the Internet

Russian Teachers’ Attitudes towards Norms of Behavior on Social Media and the Internet

Привет из Гаваны: кубинский форум МАПРЯЛ

In 2022 (December 12–14) Havana hosted the International educational and cultural forum “Russian Literature in Latin America: Ideas and Values for the Future of the World”. The forum was organized by the MAPRYAL (International Association of Teachers of Russian Language and Literature) in cooperation with the University of Havana. The aim of the forum is to strengthen interaction among members of academic and educational communities of Latin American countries studying Russia and its cultural heritage. The forum was attended by over 200 delegates — teachers, scholars, writers, translators, literary critics, representing Cuba and other Spanish-speaking countries (Argentina, Colombia, Uruguay, etc.), as well as Russian educational and scholarly institutions. The Russian delegation included representatives of the Institute of Russian Literature (Pushkinskij Dom) and A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, St. Petersburg State University, Moscow State Institute of International Relations (MGIMO), Pushkin State Institute of the Russian Language, Maxim Gorky Institute of Literature and Creative Writing, Ural Federal and Southern Federal Universities, reputed writers, critics, translators and scholars, among them Evgeny Vodolazkin, Alexey Varlamov, Pavel Basinksy, the representatives of A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, — Vadim Polonsky and Andrey Kofman. Cuban and Latin American Russian studies were also widely represented: at the forum sessions, speeches were made by teachers of Russian, translators, writers, scholars, literary critics, publishers — Omar Lobos, Alejandro Ariel Gonzalez, Ruben Dario Flores, Raul Rodriguez de Silva, Irina Luna and many other reputed professionals whose activities are related to the Russian language and literature.

ОБЗОР МИРОВЫХ ПРАКТИК И МОДЕЛЕЙ ПРОФЕССИОНАЛЬНОЙ АДАПТАЦИИ В ОБЛАСТИ СОДЕЙСТВИЯ ТРУДОУСТРОЙСТВУ ВЫПУСКНИКОВ И ОЦЕНКА ПРИМЕНИМОСТИ ИХ В РОССИЙСКИХ УСЛОВИЯХ

A review of world practices and models of professional adaptation of graduates and an assessment of their applicability in Russia are important steps to improve the system of training and employment of young specialists. This process requires careful analysis, adaptation and practical implementation to ensure the successful integration of graduates into the Russian labor market. In the course of the study, the authors identified modern models for managing the employment process of university graduates in Russia and foreign countries. The analysis and assessment of factors influencing the process of professional adaptation of young teachers in Russia and China made it possible to scientifically substantiate recommendations for modernizing the promotion of employment of university graduates. Analysis of factors influencing the process of professional adaptation of young specialists in Russia and China is a survey aimed at analyzing the influence of the main factors influencing the process of professional adaptation of young specialists in both negative and positive terms. It was found that the indicators of factors that identify crisis conditions among Russian teachers are higher than among teachers from China, on average by 0,4-0,6 points. The scientific research confirmed the hypothesis that the use of foreign models of graduate employment in Russia may have its own characteristics and require adaptation to local conditions. Foreign models may be developed in accordance with local laws and regulations, so it is necessary to take into account Russian legislation regarding graduate employment and internships. The Russian labor market may differ in specifics and requirements, so employment models that are successful abroad may require adaptation to Russian conditions. A review of global practices allows us to study successful models of graduate adaptation in different countries, identify their features and key principles. The world is constantly changing, and the introduction of innovations in the system of training and employment of university graduates is an integral part of this process.

МЕДИАФОРМАТЫ НА СОВРЕМЕННОМ ЭТАПЕ ПРЕПОДАВАНИЯ РКИ

The article is about using media formats in the teaching of Russian as a foreign language (hereinafter RFL). New digital media have now become an integral part of our lives, including actively penetrating the field of education. Working with new digital formats both receptive and productive types of speech are activated in the complex. It allows studying the most effective methodological techniques for working with new formats in teaching foreign speakers, as well as those formats specifics. That makes the present work relevant and promising. The article attempts to show the main media formats used in teaching RFL, depending on the selected information channels: training podcasts, infographics and videos. The paper also contains data from a survey among foreign students on the use of educational video materials. The survey revealed increased student’s interest in incorporating new media formats into traditional classes. Special attention is paid to the video scribe format, which best combines different modes of information transmission. The results indicate the great methodological potential of media formats in RFL.

Kuban State University: Russian Philology on the 45th Parallel

The article represents the history and modernity of philological scholarship in Kuban State University, the oldest university of classical education in the south of Russia, which has been preserving and developing the traditions in the sphere of education, science and social and educational activity since 1920. The authors describe the principal directions of philology development at the faculty: teaching Russian language and literature, academic research work in the field of literary studies, the history of Russian literature from its beginning up to present times, including literature of Russian expatriate community, literature of the peoples of Russia, literary regional studies, literary criticism, folklore studies, etc. One of the main directions of the research activities which the scholars have chosen is the search and comparison of the universal and nationally specific in the works of foreign and Russian poetry and prose. The problems of contemporary Russian language are discussed in the research and development project “Russian language potential”. The scholars of Kuban State University devote a lot of attention to studying Russian language from the perspective of psycholinguistics, cognitive linguistics, linguoculturology, cross-cultural communication, sociolinguistics, terminology studies, discourse theory. The leading idea of scholarly interests of professors and associate professors is the theme of “Linguoaxiology”, revealing a valuable component of Russian language unit and Russian discourse field. It’s necessary to point out that the research of linguistic and methodological basic training of Russian as а Foreign language/Russian as Non-Native language, the training of specialists in this field, questions of linguo-didactic testing in Krasnodar region are carried out only at the department of Russian as а Foreign language at the Kuban State University. The scholars deal with the description of the semantics of Russian language, study the regional cultural component of onomastics and problems of language policy. The development and teaching of Russian as а foreign language are also aimed at the perception of the uniqueness of Russian civilization. Russian philology on the 45th parallel is trying to preserve and develop the world of the Russian word, and the Russian world as a concept containing natural bounds of language, mentality and culture.

ПРОФЕССИЯ ПЕДАГОГ: НОВЫЕ ФОРМЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ ШКОЛЬНИКОВ

The article is about studying the new forms for patriotic education of schoolchildren in connection with the challenges of the launched special military operation (SVO) in Russia. The author shows that patriotic work is a traditional part of educational work in schools, however, it has changed in the current context. The first innovation was the performance of the Russian anthem and the raising of the flag, as well as the holding of “Conversations about the Important” in the classroom format. Work has begun on the preparation for publication of a new history textbook, which will include topics related to the current situation in the world. Another innovation at the school will be the inclusion of basic military training in the program of the subject “Fundamentals of Life Safety” (OBZh). The article presents the monitoring data of the Public Opinion Foundation FOM, which studied the attitude of Russians to new trends in school. Based on the analysis of the media, the author shows the attitude of Moscow teachers to the lesson “Talk about the Important” and the spread of patriotism practices among schoolchildren near Moscow. She concludes by stating that Russian teachers have a new mission – the education of effective patriotism among schoolchildren, but at the same time, physical and emotional stress has increased while all that for the same wages, which can reduce the attractiveness of the profession in the eyes of Russians.

Storytelling Technology in Teaching Russian to Students of Technical Specialties

In modern linguodidactics, the issue of teaching languages is acute in terms of their active use in communication, so teachers are actively developing new methods of communicative learning. Among the most popular and effective is storytelling, which is considered within the framework of pedagogy and linguodidactics as a technology, as a method, as a form, and as a means of teaching. The purpose of our work is to analyse its features within the framework of modern Russian and foreign linguodidactics and show the specifics of its use in teaching Russian as a foreign language in a technical university, without going into details of the interpretation of the theoretical justifications for the essence of storytelling. The conclusions and recommendations of the authors of the article are supported by the results of a pedagogical experiment conducted at the Omsk State Transport University in the 2021/22 academic year.

Scientific Style of Speech in Teaching Russian as a Foreign Language: General and Specific

The article deals with the dynamic process of mastering the scientific style of speech at the all stages of teaching Russian as a foreign language in universities of different profi les. The tendency towards the rapid growth of terminological vocabulary in all languages of the world is noted, with reference to significant facts from the history of the development of scientific style of speech worldwide and in Russia. It shows the transformations it has undergone, changing over time just as the language itself changes. The similarity of scientific descriptions in different languages is emphasised, and the sources and factors influencing the formation of the learner’s scientific consciousness are analysed. The role of language training in the process of studying the stylistic nature of language is revealed, and the linguodidactic potential of working with a scientific text through the triad “lexicon — construction — text” is described. Recommendations are given on ways to expand the traditional set of constructions at all stages of training and text selection, and the author’s “rule of four T’s” is substantiated. Types of exercises are provided, such as creating a plan, a reference scheme, assembling a coherent whole from paragraphs, performing compression, “anti-compression”, etc. The pedagogical experiment is described, which allowed answering the question: how do changes occur in mastering the fundamentals of scientific style in the Russian language among foreign students of different profiles? It is concluded that the scientific text, due to the uniqueness of sets of language formulas and patterns, becomes a powerful tool for understanding professional module disciplines. Working with scientific style allows the teacher to prepare the student for professional communication and contributes to the development of skills in using scientific style in oral and written forms.