Технологическое развитие не только объединяет людей во всем мире, но и открывает путь в образовательной сфере. В качестве вспомогательного средства социальные сети обеспечивают естественное общение и ...обмен информацией, предоставляют обучающим и ученикам образовательные ресурсы, услуги по разработке материалов и организации обучения, а также создают образовательную среду в форме виртуальных сообществ для взаимодействия, где учителя и ученики активно участвуют в процессе обучения, где обучающие одновременно выступают в роли консультантов и участников коммуникации. Целью исследования является изучение отношения студентов бакалавриата вьетнамских университетов к развитию навыков устной и письменной речи русского языка с помощью социальных сетей вне стен классной комнаты. Научная новизна исследования состоит в рассмотрении способности использования социальных сетей в качестве вспомогательного инструмента по изучению русского языка во Вьетнаме. Теоретической основой послужили научно-педагогические труды по проблеме исследования. В процессе работы использовались следующие методы: анализ, синтез, систематизация, кейс-стади, анкетирование. Результаты исследования показали положительные взгляды вьетнамских студентов на развитие навыков устной и письменной речи русского языка через социальные сети вне аудитории. Было также замечено, что необходимо изменить сознание и отношение обучающих к использованию платформ социальных сетей в качестве вспомогательных средств при обучении навыкам устной и письменной речи русского языка. Кроме того, ожидается эффективное использование социальных сетей в обучении другим навыкам русского языка. С другой стороны, в виртуальной среде учащиеся могут наблюдать за реальностью использования языка в повседневной жизни, что невозможно для изучающих язык в неязыковой среде. Сделанные выводы способны послужить основой для раскрывания возможностей создать интерактивные упражнения и внедрить их в отработку навыков устной и письменной речи русского языка посредством социальных сетей во Вьетнаме. К будущим исследованиям может относиться изучение функций социальных сетей и их использование в создании системы упражнений для развития навыков русского языка; проведение глубинного интервью для оценки достижений речевых умений с помощью различных видов упражнений в социальных сетях.
The article analyzes the role and significance of R.B. Nurtazina in the development of modern Kazakhstani linguodidactics. The reason for writing the article was the First International Pedagogical ...Readings School - Teacher - Innovations in the Modern World, held at Pavlodar Pedagogical University from March 1 to March 9, 2021. The co-organizers were Al-Farabi Kazakh National University (RK, Almaty), L.N. Gumilyov Eurasian National University (RK, Nur-Sultan), Peoples Friendship University of Russia (RF, Moscow), Kazakhstan Association of Teachers of the Russian Language and Literature (KAZPRYAL), Kazakhstan Public Association Graduates of Russian Universities, Academy of Childrens Books ALTAIR and a team of scientific educational project Epoch and Personality.
A search of new venues of development in the sphere of teaching Russian in Chinese universities is going on continuously. To meet the needs of the high-quality economic and social development and to ...support the realization of the “Belt and Road” program and the Chinese-Russian all-round partnership at the new stage, the Chinese system of education continues training highly qualified specialists in the Russian language and literature. In the past five years, “high-quality development” has become the general requirement for the whole system of teaching the Russian language in colleges and universities across China. The Russian Language Teaching Steering Sub-Committee of the National Advisory Committee on Teaching Foreign Language to Majors in Higher Education under The Ministry of Education of China is responsible for the consultation, guidance and evaluation of teaching the Russian language throughout the country, ensuring a high-quality development of teaching Russian in the country. In the national context, three main measures have been adopted to ensure a high-quality development of teaching the Russian language: firstly, the “Double First-Class” initiative was carried out in 2018; secondly, the introduction of National Quality Standards for Foreign Language Teaching was promulgated in 2018; thirdly, the enhancement of the education area of “New Liberal Arts” in the implementation of the specialty “Russian Language and Literature” has been initiated.
The article is devoted to the description of the results of the reform of the curriculum content, teaching methods and methods of evaluating learning outcomes, carried out through the use of a ...blended lear- ning model when teaching Russian grammar in a Chinese university. Being the main basic course of Russian in colleges and universities, “Practical grammar of the Russian language” has such problems as insufficient spea- king activity, poor skills of intercultural thinking, difficulty in implementing individual learning and other needs. In accordance with the objectives of professional training, and in order to adapt to the high-level, innovative and complex requirements of building a curriculum, after five years of research and practice, the teaching group re- formed the content of the curriculum, teaching methods and ways of evaluating it. Under the guidance of the constructivist theory of learning, a blended learning model was created “3+4+5+6” based on FBP. This learning model uses student development as a central task, the learning effect as a guide, information technology as sup- port, task orientation and multiple assessment as a means of developing linguistic competences and intercultural communication skills. The article also describes the features of teaching the Russian language using a blended learning model by the example of teaching the topic “Adverbial Participle” “3+4+5+6” based on FBP. The practice of using this model has shown that it effectively solves existing problems in teaching and provides an improvement in the quality of the curriculum and the effectiveness of training.
The article is devoted to some current issues about teaching various disciplines within Russian Studies in Chinese universities. This article discusses the problem of “aphasia of Chinese culture” ...typical of the corresponding education system and its possible solutions. Particular attention is paid to the ongoing transition from the principle of unilateral communication adopted in the historically established didactic model (“in Russian – only about Russia and Russian culture”) to the principle of bilateral communication (“in Russian – about both Russia and China; and about both Russian and Chinese cultures”). The authors analyze the main ideas contained in the new regulations of the Ministry of Education of the People’s Republic of China aimed at improving the Chinese system of Higher Education in the field of Russian Studies.
This article considers the national-psychological characteristics of Chinese students from the standpoint of the ethno-methods of teaching Russian as a Foreign Language. The aim of the study, based ...on the findings of reputable researchers and the author’s own teaching experience in the universities of China, is to draw a portrait of the modern Chinese student and to provide methodological recommendations to optimize the process of teaching Russian as a foreign language and to increase the effectiveness of teaching Russian. The urgency of the study can be attributed to the expansion of academic exchanges between Russia and China, the growing demand for Russian-Chinese translators in the current political and economic situation, as well as the reform in the Chinese secondary education system, as a result of which the proportion of schoolchildren studying Russian in China is increasing. The novelty of the work is determined by the socio-psychological change taking place in the modern Chinese society. The article considers the following aspects: today’s Chinese student and traditional Confucian principles (diligence, attitude to the teacher as a role model, rationalism, conservatism, “face saving”, etc.); student’s learning habits (orientation to writing, tendency to mechanical memorization, wary attitude to the pedagogy of cooperation, preference for passive forms of work, etc.), and the key features of the national character that affect the process of teaching Russian as a foreign language (conservatism, shyness, prac- ticality, fear of getting negative results, ethnocentrism, unwillingness to show their individuality, excitement, etc.). The data obtained are presented in the form of a table. Then, on the basis of her own experience, the author describes the characteristic features of the modern student of a typical Chinese university and comes to the conclusion about the transformation of some characteristics under the influence of modern Chinese society. The article is practice-oriented and may be useful for pedagogues teaching Russian as a foreign language to Chinese students. The results of the study can also be used in teaching Russian students the methods of teaching Russian as a foreign language.
Based on the errors that many Iranian students of the Russian language make in their speech, the author demonstrates intercultural incompatibilities that cause such errors. In this relation it was ...focused that, although the wrongful statements are grammatically correct, they are natively and culturally «non normative» and «inappropriate». In this regard the author uses the criterion of different «distribution» rules among different languages. At the end of the article the author concludes that in teaching Russian language to the Iranian students when ignoring the cultural aspects of the language will bring stability of demonstrated errors in the speech of the students.
At the present stage, the determination of the status of the Russian language, and, consequently, its study in the post-Soviet space is becoming urgent. In the last few years, there has been great ...interest on the part of the younger generation of the former Soviet republics in obtaining higher education in Russia. In this regard, the problem of Russian language training for foreign applicants entering bachelor’s or master’s degree programs at universities of the Russian Federation is becoming rather urgent. The purpose of the article is to consider the main factors – linguistic and extralinguistic, which hinder the successful teaching of Russian as a foreign language, and to develop methods guides aimed at the formation of the Russian language communicative competence among Turkmen students. The study reveals the extralinguistic (the position of the Russian language in Turkmenistan in the post-Soviet period and at the present) and linguistic (linguistic-phonetical, lexical, grammatical, related to the belonging of the Russian and Turkmen languages to different typological groups) factors that prevent the successful teaching of Turkmen students Russian as a foreign language, and characterizes the psychological and pedagogical specific features of this ethnic group. The authors dwell on the typical mistakes of Turkmen students in the process of interaction of the native and the Russian languages and suggest methods guides for the successful formation of language and speech habits and skills in each of the aspects of the language and in all types of speech. The research materials are summarized in the table, the methods guides can be used in the development of educational complexes not only for the Turkmen audience, but also for representatives of other Turkic-speaking countries. The effectiveness of teaching Turkmen students outside the language environment depends on the following factors: taking into account of the uniqueness of the system of Russian and their native languages; emphasis on the peculiarities of perception and acquisition of these specific features by Turkmen students; systematic purposeful work on phonetics, vocabulary, grammar, types of speech, taking into account the psychological and pedagogical characteristics of the specified contingent of students.
The article focuses on the problems of studying active processes in syntax in the school course of the Russian language. It is noted that the modern Russian syntactic structure is actively influenced ...by spoken language, which causes the appearance of split, segmented constructions and, along with them, constructions demonstrating language compression, weakening syntagmatic connections in the sentence. The article points out the fact that, on the one hand, such processes are outside the literary norm, but due to their prevalence, they form a usage norm and, on the other hand, become expressive means of the text. The article argues that the urgent area of modern linguistics under consideration is not sufficiently implemented in the school teaching of the Russian language. Based on the analysis of the main learning sets, the authors come to the conclusion that in the secondary school course, it would be appropriate and justified to include linguistic material from spoken language and from modern publicist texts and fiction in the study of certain syntactic topics, which would allow students to learn to understand the essence of grammar mistakes, to see the syntactic techniques of expressiveness in the text – thereby to improve the preparation for the final state examinations, linguistic competitions, and, in general, to navigate the space of the modern language more confidently. The authors propose to use modern texts as didactic material, since these texts reflect two opposite tendencies – the tendency towards analytic structure and simplification of the structure of the sentence in order to render it special semantic capacity. The article presents linguistic material that shows these tendencies in the use of descriptive verbal-nominal constructions and parcelled structures, on the one hand, and in the application of reduced or compressed constructions, on the other hand.
The article describes one of the organizational forms of modern digital educational process - an online lesson. The aim of the study is to disclose the concept of online lesson as a linguodidactic ...definition of modern digital educational environment, to determine its main features and methodological possibilities for its implementing in teaching Russian as a foreign language. The methodological basis of the article comprises scientific publications on electronic linguodidactics, integration of digital technologies in the methodology of teaching Russian as a foreign language, development of methodological capabilities of electronic linguodidactics in teaching Russian as a foreign language, the content and tools of online, offline and applied educational electronic resources used in online teaching Russian as a foreign language. Based on the distinction between the concepts of distance learning and online learning, the authors identify their characteristic features and outlined an online lesson as an independent linguodidactic definition of innovative language education, the purpose of which is to achieve a completed but partial learning goal, implemented in real time with uninterruptable access to the Internet using electronic learning tools and active forms of interaction between students and trainees. This concept has not been sufficiently and completely described in modern methodological science in the aspect of teaching foreign languages, in particular, Russian as a foreign language, which determines the novelty of the study. The practical significance of the study lies in defining modern electronic teaching aids that can be applied in online teaching of Russian as a foreign language, classifying electronic teaching aids in Russian as a foreign language based on an aspect-integrated approach, as well as analyzing the position of methodological value of platforms providing online lessons in the system of teaching Russian as a foreign language.
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