Pedagogy

Problems of communicative-oriented learning at the level of pre-university preparation: Russian as a foreign language

Abstract: 

The article deals with the problems of communicative-oriented learning at the stage of pre-university preparation, defines the concept of “communicativeness” and gives its interpretation. In the methodology of teaching Russian as a foreign language, methods and approaches are constantly being improved to successfully create communicative competence in foreign language students. The article focuses on the relevance of the considered methodological problem and identifies new approaches to its solution. It contains an overview of the methodological literature, which studies the goals and objectives of communicative foreign language teaching. Our research highlights the main reasons, preventing the effective learning of a foreign language in the period of pre-university preparation and outlines the goals and tasks leading to the solution of this methodological problem, including the ethnomethodological approach. The article provides recommendations and examples of practical nature with the aim to implement an effective educational process in foreign-language learning. The article also focuses on the problems and causes of communicative failure in educational and cognitive activity of foreign students during their pre-university preparation. To conclude, the communicative-oriented approach is a method of integrated work in foreign language learning.

Key words: 

Russian as a foreign language, communicative approach, communicative competence, ethnomethodology, educational and cognitive activity, pre-university learning.

Organizing work with media texts: Teaching Russian as a foreign language (based on the genre of an item)

Abstract: 

This article suggests a variant of a lesson plan from the special course on teaching the language of media to foreign students. The course is based on the following principle: first it is necessary to analyze texts of information genres, followed by analytical and fictional-publicistic ones. The reason is that the texts of information genres are relatively simple in the way of composition and content. Moreover, there is no need to analyze figurative means, which are characteristic of analytical and fictional-publicistic texts.

The article assigns an important role to the genre and thematic organization of the course when each lesson is devoted to a certain topic (for example, policy, economy, social problems, etc.), and the analyzed texts are a sample of a journalistic genre. Our task is to elaborate a set of exercises, aimed to enable the learners to master structural-semantic features of media texts. As a variant of a lesson plan the article provides a detailed analysis of class work with an information genre – an item. The popular Internet website of RIA News, informing us daily about the most significant events in the country, is chosen as a media source. For teachers of Russian as a foreign language, the article suggests a list of exercises of a universal character, applicable for the texts similar in the genre relation, but on a different subject-matter.

Pre-reading, during-reading and post-reading exercises aim to acquaint learners with new vocabulary, help them master speech patterns, analyze compositional features of an item, and produce their own text similar to the original one. As a result, foreign students develop the ability to understand the meaning and importance of the item headings, to identify its structural parts, to highlight factual information, and to make predictions about its content. The acquired skills make it possible to enlarge the learners’ vocabulary and contribute to the development of their communicative competence in the sphere of media language. Besides, the learners’ knowledge of information genres helps to cope with the analysis of the texts, containing elements of comments and analyses.

Key words: 

Russian as a foreign language, special course on the language of media, genre and thematic organization of the course, media text, information genres, RIA Novosti, item, structural and semantic features.

On creating a motivational learning environment in the course of learning Russian as a foreign language in the Czech audience

Abstract: 

The article is devoted to the creation of a student-centered learning environment when teaching Russian as a foreign language to Czech students. Of great importance in this case is the organization of a motivational stage in non-native language learning. This stage is based on the mechanisms, which enable us to include students’ subjective experience into their learning activities. We suggest using different methods for motivating activities in teaching grammar, vocabulary, style, syntax, speaking and other skills. The scientific novelty of the article is determined by new approaches in teaching Russian as a foreign language, primarily a subject-oriented approach. This allows us to build new “routes” in learning Russian as a foreign language using students’ personal experiences. We suggest doing exercises centered around the student's personality, their value fields and subjective representations. It makes possible to develop not only the skills of speaking and reading in a non-native language, but also to solve an educational task: to include the subject of instructions into the field of moral representations. The authors of the article suggest a number of techniques of a motivating nature that can be used at different stages of learning Russian as a foreign language: motivating questions; oral stories on the topic of the lesson, based on students’ own experience; blitz-survey on the topic of the lesson; associograms.

Key words: 

subjective experience, motivation, personal associations, methods for creating a motivational environment, personal and national factor.

Wales experience in Welsh functional development in the education system

Abstract: 

The topic of the paper is considered to be relevant since the mankind tends to protect and revive native languages as a way to protect national identity and culture. Moreover, one can observe modern tendencies aimed at reducing globalization risks regarding regional and minor languages and seeking new efficient approaches to facilitate and develop them. The paper analyzes the modern language and education policies of Wales regarding the Welsh language for further best practice adoption. The paper vets Wales statutory documents of results achieved that allow us to single out the tendencies of Welsh in the education system. Having synthesized the analyses results, we were able to detect the patterns and obstacles while introducing and facilitating the functional potential of Welsh in the education system. The statistic data analysis of the figures shown in the tables proves positive tendencies of Welsh development and the fact that the education system is a key tool for increasing the functional potential of Welsh in the modern world. The paper marks out the handicaps of the process, introducing Welsh into the education system. The information can be practically applied when planning the language and education policies regarding minor languages for the European and Russian regions.

Key words: 

language policy, Welsh, education system, regional languages, minor languages.

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