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Peirce, Gina. "Representational and Processing Constraints on the Acquisition of Case and Gender by Heritage and L2 Learners of Russian." Heritage Language Journal 15, no. 1 (April 30, 2018): 95–115. http://dx.doi.org/10.46538/hlj.15.1.5.
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Morphological errors are prevalent in adult second language production, particularly among learners whose first languages have less complex inflectional systems. Thus, U.S. learners of Russian can provide a testing ground for competing approaches to L2 morphological acquisition. This study utilizes the Russian Learner Corpus of Academic Writing (2017) to compare case and gender-marking error frequencies in timed versus untimed essays by advanced heritage and traditional L2 learners in Portland State University’s Russian Language Flagship program. It was predicted that higher error rates in timed compositions would support the position that advanced learners’ morphological errors reflect processing difficulties under time pressure. However, such differences did not reach significance for either heritage or L2 learners; in the latter group, error rates were higher in students’ untimed texts. These results could be interpreted as demonstrating representational deficits in interlanguage grammar, particularly in the L2 group. However, greater complexity (words per T-unit) of the untimed essays provides an alternative explanation for the higher untimed error rate among this group. The heritage group had lower overall case and gender-marking error rates than the L2 group, suggesting heritage learners are less likely to show evidence of possible representational deficits of nominal functional features in their interlanguage grammar.
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Lavrova, Nataliya, and Elena Nikulina. "Advanced Russian EFL Learners’ Awareness of Idiomatic Synonymy, Antonymy, and Polysemy." Journal of Language and Education 6, no. 4 (December 31, 2020): 105–20. http://dx.doi.org/10.17323/jle.2020.9689.
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Foreign language acquisition is notoriously constrained by learners’ lack of awareness of the systemic relations that are obtained among stable multiple-unit lexical items. This results in learners’ inability to variegate their performance (both written and oral) with idioms that stand in complementary (synonymy) or contrastive (antonymy) distribution to one another. Nor are learners typically able to distinguish between the multiple senses of English idioms. Given these impedimenta, the present research investigates the degree of entrenchment of idiomatic synonymy, antonymy, and polysemy and, on the back of it, sets the agenda for partial revision of the practice of exposing learners to English idioms. Data were collected to investigate the knowledge of idiomatic synonymy, antonymy, and polysemy amongst Russian EFL learners. The results of the ANOVA analysis revealed that the degree of awareness of the major types of idiomatic paradigmatic relations significantly differed between the groups, with learners being more aware of synonymy and polysemy than antonymy. The findings suggest that current EFL materials and dictionaries need to be updated and revisited with a view to exposing foreign learners to an extended network of paradigmatic idiomatic relations.
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Mikhaylina, Irina. "Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner." ZAS Papers in Linguistics 62 (September 12, 2019): 32–51. http://dx.doi.org/10.21248/zaspil.62.2019.442.
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This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed.
The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.
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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.
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Moskver, Katherine V. "Register and Genre in Course Design for Advanced Learners of Russian." Foreign Language Annals 41, no. 1 (March 2008): 119–31. http://dx.doi.org/10.1111/j.1944-9720.2008.tb03282.x.
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Hacking, Jane F., Bruce L. Smith, and Eric M. Johnson. "Utilizing electropalatography to train palatalized versus unpalatalized consonant productions by native speakers of American English learning Russian." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 9–33. http://dx.doi.org/10.1075/jslp.3.1.01hac.
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Previous research has shown that English-speaking learners of Russian, even those with advanced proficiency, often have not acquired the contrast between palatalized and unpalatalized consonants, which is a central feature of the Russian consonant system. The present study examined whether training utilizing electropalatography (EPG) could help a group of Russian learners achieve more native-like productions of this contrast. Although not all subjects showed significant improvements, on average, the Russian learners showed an increase from pre- to post-training in the second formant frequency of vowels preceding palatalized consonants, thus enhancing their contrast between palatalized and unpalatalized consonants. To determine whether these acoustic differences were associated with increased identification accuracy, three native Russian speakers listened to all pre- and post-training productions. A modest increase in identification accuracy was observed. These results suggest that even short-term EPG training can be an effective intervention with adult L2 learners.
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Hopp, Holger, and Natalia Lemmerth. "LEXICAL AND SYNTACTIC CONGRUENCY IN L2 PREDICTIVE GENDER PROCESSING." Studies in Second Language Acquisition 40, no. 1 (December 20, 2016): 171–99. http://dx.doi.org/10.1017/s0272263116000437.
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This article investigates how lexical and syntactic differences in L1 and L2 grammatical gender affect L2 predictive gender processing. In a visual-world eye-tracking experiment, 24 L1 Russian adult learners and 15 native speakers of German were tested. Both Russian and German have three gender classes. Yet, they differ in lexical congruency, that is, whether a noun (“house”) is assigned to the same or a different gender class. Further, gender is syntactically realized on postnominal suffixes in Russian but on prenominal articles in German. For adjectives, both Russian and German mark gender on suffixes. In predictive gender processing, we find interactions of proficiency and congruency for gender-marked articles. Advanced L2 learners show nativelike gender prediction throughout. High-intermediate learners display asymmetries according to syntactic and lexical congruency. Predictive gender processing obtains for all nouns in the (syntactically congruent) adjective condition, yet only for lexically congruent nouns in the (syntactically incongruent) article condition.
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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.
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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.
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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.
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Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.
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Lysenko, V. "Study of Foreign Experience of Learners’ Vocational Self-Determination As an Innovative Potential of Advanced Professional Training." Profession-Oriented School 9, no. 1 (March 26, 2021): 35–40. http://dx.doi.org/10.12737/1998-0744-2021-9-1-35-40.
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The study of Russian as well as foreign experience concerning the effective practices for performing learners’ vocational training and self-determination allows the educators to extrapolate the most adequate ideas, principles, technologies, approaches to the development and implementation of career guidance and vocational training programs intended for specialists. The acquired knowledge can be further used for analysis, comprehension and application of the best practices in the system of advanced vocational training.
The article considers the features of the dual secondary vocational training system of Germany and focuses on the career guidance experience in schools and colleges in the UK. It also presents approaches that are not widespread and less known in Russia than in other countries to apply them to the dual higher education system.
Some elements of effective foreign practices of vocational training, self-determination and career guidance can be used in advanced vocational training centers as well as in institutions involved in general secondary, secondary vocational and additional education.
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Dugarova, Esuna. "Russian speakers’ L2 Chinese acquisition of wh-topicalization at the syntax–discourse interface." Second Language Research 30, no. 4 (September 23, 2014): 411–37. http://dx.doi.org/10.1177/0267658313516974.
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In recent second language (L2) research it has been proposed that unlike linguistic phenomena pertaining to internal interfaces, those at external interfaces pose greater difficulty to adult L2 learners and may not be fully acquired. It has further been pointed out that such problematic acquisition at the interface level should not be attributed to the entire interface and requires a more nuanced examination, and this is what the current article aims to provide. An empirical study reported here investigates whether Russian-speaking learners are able to acquire Chinese wh-topicalization that lies at the syntax–discourse interface, an instance of the external interface. The results indicate that although very advanced Russian speakers can acquire wh-topicalization in their L2 Chinese, the ability of wh-elements to topicalize in Russian–Chinese interlanguage grammars seems to be determined by an internal structure underlying Chinese wh-elements, and this is likely to be a variable that affects the linguistic behaviour at the interface level in the L2.
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BOSCH, SINA, HELENA KRAUSE, and ALINA LEMINEN. "The time-course of morphosyntactic and semantic priming in late bilinguals: A study of German adjectives." Bilingualism: Language and Cognition 20, no. 3 (March 1, 2016): 435–56. http://dx.doi.org/10.1017/s1366728916000055.
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How do late proficient bilinguals process morphosyntactic and lexical-semantic information in their non-native language (L2)? How is this information represented in the L2 mental lexicon? And what are the neural signatures of L2 morphosyntactic and lexical-semantic processing? We addressed these questions in one behavioral and two ERP priming experiments on inflected German adjectives testing a group of advanced late Russian learners of German in comparison to native speaker (L1) controls. While in the behavioral experiment, the L2 learners performed native-like, the ERP data revealed clear L1/L2 differences with respect to the temporal dynamics of grammatical processing. Specifically, our results show that L2 morphosyntactic processing yielded temporally and spatially extended brain responses relative to L1 processing, indicating that grammatical processing of inflected words in an L2 is more demanding and less automatic than in the L1. However, this group of advanced L2 learners showed native-like lexical-semantic processing.
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Papadopoulou, Despina, and Harald Clahsen. "PARSING STRATEGIES IN L1 AND L2 SENTENCE PROCESSING." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 501–28. http://dx.doi.org/10.1017/s0272263103000214.
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To contribute to a better understanding of second language (L2) sentence processing, the present study examines how L2 learners parse temporarily ambiguous sentences containing relative clauses. Results are reported from both off-line and on-line experiments with three groups of advanced learners of Greek whose native languages (L1s) were Spanish, German, or Russian as well as from corresponding experiments with a control group of adult native speakers of Greek. We found that, despite their nativelike mastery of the construction under investigation, the L2 learners showed relative-clause attachment preferences that were different from those of the native speakers. Moreover, the L2 learners did not exhibit L1-based preferences in their L2 Greek, as might be expected if they were directly influenced by L1 attachment preferences. We suggest that L2 learners integrate information relevant for parsing differently from native speakers, with the L2 learners relying more on lexical cues than the native speakers and less on purely structurally based parsing strategies.
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Cook, Svetlana V., and Kira Gor. "Lexical access in L2." Mental Lexicon 10, no. 2 (September 11, 2015): 247–70. http://dx.doi.org/10.1075/ml.10.2.04coo.
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Previous research on phonological priming in a Lexical Decision Task (LDT) has demonstrated that second language (L2) learners do not show inhibition typical for native (L1) speakers that results from lexical competition, but rather a reversed effect – facilitation (Gor, Cook, & Jackson, 2010). The present study investigates the source of the reversed priming effect and addresses two possible causes: a deficit in lexical representations and a processing constraint. Twenty-three advanced learners of Russian participated in two experiments. The monolingual Russian LDT task with priming addressed the processing constraint by manipulating the interstimulus interval (ISI, 350 ms and 500 ms). The translation task evaluated the robustness of lexical representations at both the phonolexical level (whole-word phonological representation) and the level of form-to-meaning mapping, thereby addressing the lexical deficit. L2 learners did not benefit from an increased ISI, indicating lack of support for the processing constraint. However, the study, found evidence for the representational deficit: when L2 familiarity with the words is controlled and L2 representations are robust, L2 learners demonstrate native-like processing accompanied by inhibition; however, when the words have fragmented (or fuzzy) representations, L2 lexical access is unfaithful and is accompanied by reduced lexical competition leading to facilitation effects.
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Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (September 9, 2020): 180–209. http://dx.doi.org/10.1163/26660393-bja10003.
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Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.
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Karnati, Ajoy Kumar, and Janani Vaidhyanathan. "Problems Of Improving Spoken Language Skills In Teaching Russian As A Foreign Language." KnE Social Sciences 1, no. 3 (April 13, 2017): 238. http://dx.doi.org/10.18502/kss.v1i3.744.
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<p class="3ABSTRAK">While teaching Russian as a foreign language to undergraduate and postgraduate students in India, we observed that the learners quickly pick up writing skills, whereas their spoken language skills are not at the same level. There are many issues which need to be sorted out in order to improve spoken language skills. As written and spoken skills are different, we need to use different methods of teaching for each one of them. </p><p class="3ABSTRAK">Since the first thing that is taught to students, who are learning a language, are alphabets, hence, initially the whole attention is turned towards improving their writing skills. Though, in the beginning, the students also do pick up an elementary level of spoken language, in the intermediate and advanced levels of learning, their spoken language skills suffer due to various factors. One of the main factors being the lack of exposure to the foreign language once the learners are out of the classroom. Since they continue to do homework, they keep in touch with the written skills. However, once they are out of the classroom, the learners and people around them use their own mother tongue or other native languages to speak. As a result, their spoken skills of the foreign language do not improve.</p><p>Measures need to be taken for improving spoken skills: showing feature, as well as animation films; involving the students in discussions with the help of native speakers; providing audio books; showing them TV programs after class hours; involving learners in enacting Russian plays, etc. On the whole, artificial foreign language surroundings need to be created. Let us see how to motivate learners to speak as well as to write foreign language of their choice.</p><p> </p><strong>Keywords: </strong><em>spoken skills, teaching Russian as a foreign language, learning problems</em>
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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (December 1, 2017): 210–14. http://dx.doi.org/10.17816/snv201764302.
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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The author gives a critical inquiry of widespread manner for easier authentic materials understanding through their preparatory methodic adaptation and makes arguments for uncontrolled materials usage (already on A1 level). While the main specialists handling this problem pay attention to possibilities of authentic materials usage on intermediate and advanced levels, the author analyzes their applying on A1 level. The author gives reasons for the importance and necessity of authentic materials usage with the beginners and formulates some concrete criteria for authentic materials selection on A1 level (based on Common European Framework of Reference: Learning, Teaching, Assessment and Russian Public Standard for Russian as a Foreign Language (Elementary Level - A1)).
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Boronenko, Tatiana A., Anna V. Kaysina, and Vera S. Fedotova. "Characterisation and level assessment of schoolchildren’s digital literacy." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 256–77. http://dx.doi.org/10.32744/pse.2021.2.18.
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Relevance. The main trend in the development of the digital society involves active penetration of digital technologies in all spheres of human life. These conditions give rise not only to new opportunities for people, modern technologies, communication methods, problem solution, but also to previously unknown risks and threats. The formation of digital literacy of schoolchildren is becoming an important issue. In these terms, a special role is assigned to the school computer science course. This involves the need for descriptive characteristics of digital literacy and indicators for its qualitative assessment. The authors deem the use of praxeological characteristics of activity to be a promising direction in the solution of this problem from the standpoint of assessing the “correctness” of the use of digital technologies by the learners, their expediency, reasonableness, efficiency, safety and environmental friendliness. The purpose of the article is to identify the characteristic features of digital literacy of schoolchildren that help to assess its level – basic, intermediate and advanced – in the context of the praxeological approach. Methodology and techniques. The systemic and praxeological approaches to assessing the learners’ digital literacy are used as the methodological basis of the research. The Russian and foreign experience of its level-specific characteristics is analysed. When developing the indicators of schoolchildren’s digital competence, praxeological characteristics of human activity were used in the aspect of its efficiency, viability, maintainability, reasonableness, environmental friendliness, precision. The research results are presented by detailed description of the digital literacy level assessment indicators (basic, intermediate, advanced); fixing the specific characteristics of its pragmatistic component based on the praxeological principles of activity assessment and with regard for the priority ideas of the modern digital educational environment. The learner’s individual actions are assessed in seven areas of digital literacy: basic knowledge of hardware and software, information literacy, communication and collaboration, content creation, security, problem solving, career competencies. The scientific novelty is rooted in the context of addressing the problem of evaluating schoolchildren’s digital literacy from the standpoint of the praxeological approach that emphasises the pragmatistic format of digital skills manifestation in practice. The practical significance of the presented research results lies in the possibility of their use in educational institutions of secondary general level in order to improve the systems for assessing the academic achievements of learners in mastering the school-based computer science with regard for evaluation of praxeological characteristics of activity and the choice of most optimal formats for digital literacy development in accordance with the individual level of formed digital skills.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.3.5-6.
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Having received a lively response to our call for papers on the lexicography of Japanese as a second language, the editorial board decided to dedicate two issues of this year's ALA to this theme, and I am happy to introduce the second round of papers, after the first thematic issue published in October this year.This issue is again divided into two parts. The first two papers offer analyses of two aspects of existing dictionaries from the point of view of Japanese language learners, while the following four papers present particular lexicographic projects for learners of Japanese as a foreign language.The first paper, by Kanako Maebo, entitled A survey of register labelling in Japanese dictionaries - Towards the labelling of words in dictionaries for learners of Japanese, analyses register labelling in existing dictionaries of Japanese, both in those expressly intended for learners of Japanese as a second language and those intended for native speakers, pointing out how register information provided by such dictionaries is not sufficient for L2 language production. After stressing the usefulness of usage examples for learners trying to write in Japanese, she offers an example of a corpus-based register analysis and proposes a typology of labels to be assigned to dictionary entries, calling for the development of corpora of different genres to be used for lexical analysis.In the second paper, An analysis of the efficiency of existing kanji indexes and development of a coding-based index, Galina N. Vorobеva and Victor M. Vorobеv tackle one of the most time-consuming tasks learners of Japanese are confronted with: looking up unknown Chinese characters. After a comprehensive description of existing indexes, including less known indexing systems developed by Japanese, Chinese, Russian and German researchers, they compare the efficiency of these systems using the concept of selectivity, and propose their own coding-based system. Although searching for unknown characters is becoming increasingly easy with the use of optical character recognition included in portable electronic dictionaries, tablets and smart-phones, not all learners have yet access to such devices. Efficient indexes for accessing information on Chinese characters are therefore still a valuable tool to support language learners in this most tedious task, while the ability to decompose a character into component parts remains an important basis for character memorisation.The second part of this issue presents four projects aimed at supporting particular lexical needs of learners of Japanese as a second language.In the first paper, Development of a learners' dictionary of polysemous Japanese words and some proposals for learners’ lexicography, Shingo Imai presents a new lexicographic approach to the description of polysemous words. As Imai rightfully stresses, the most basic and common words learned by beginning language learners are actually often very polysemous; being deceivingly simple at first glance, they are often introduced with simple glosses or basic prototypical examples at the first stages of learning, and later treated as known words in intermediate or advanced textbooks, even if used for less common senses which are still unknown to the learners, causing much confusion. In the dictionary series presented here, polysemous headwords are thoroughly and systematically described within their semantic networks, where the connections between core and derived meanings are schematically visualised and exemplified.The following two papers present two of the first and most popular web-based systems for Japanese language learning support, both of which have been developing for more than a decade, supporting Japanese language learners all over the world.Reading Tutor, a reading support system for Japanese language learners, presented by Yoshiko Kawamura, is a widely known and used system based at Tokyo International University, which offers automatic glossing of Japanese text with Japanese definitions and examples, and translations into 28 languages. After introducing the system, its development, functionalities and its tools for signalling the level of difficulty of single words, characters, or whole Japanese texts, the author describes its possible uses in language instruction and autonomous learning, and one concrete example of its application to the development of learning material for a specific segment of learners, foreign candidates to the Japanese national examination for certified care workers, mostly Filipino and Indonesian nurses working in Japan. The author concludes with suggestions for fostering autonomous vocabulary learning.The other Japanese language learning support system with an equally long and successful tradition, developed at Tokyo Institute of Technology, is presented by its initiator, Kikuko Nishina, and one of its younger developers, Bor Hodošček, in Japanese Learning Support Systems: Hinoki Project Report. The article presents the many components of this successful system, including Asunaro, a reading support system aimed especially at science and engineering students and speakers of underrepresented Asian languages, Natsume, a writing assistance system using large-scale corpora to support collocation search, Natane, a learner corpus, and Nutmeg, an automatic error correction system for learners' writing.The last project report, by Tomaž Erjavec and myself, introduces resources and tools being developed at the University of Ljubljana and at Jožef Stefan Institute: JaSlo: Integration of a Japanese-Slovene Bilingual Dictionary with a Corpus Search System. The dictionary, corpora and search tools are being developed primarily for Slovene speaking learners of Japanese, but part of the tools, particularly the corpus of sentences from the web-harvested texts, divided into five difficulty levels, can be used by any learner or teacher of Japanese.I hope you will enjoy reading these articles as much as I did, and wish you a peaceful New Year.
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Rigby, T. H. "Leonard Schapiro and the Russian Revolutions." Government and Opposition 20, no. 2 (April 1, 1985): 218–32. http://dx.doi.org/10.1111/j.1477-7053.1985.tb01080.x.
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‘MORALITY’, LENIN TOLD THE 529 APPRENTICE APPARATCHIKI gathered at the Third Congress of the Communist Youth League in October 1920, ‘is what serves to destroy the old exploiting society and to unite all the working people around the proletariat, which is building a new, a communist society… We do not believe in an eternal moralit and we expose the falseness of all fables about morality.’ Lenin's rapt young listeners learned the lesson well: for some it paved the way to high office in Stalin's party, state and police machines, across the corpses of Lenin's own comrades ‘objectively’ become ‘enemies of the people’; many were to perish as they lived by it. The goal was sublime: the ‘true‘ freedom and unity natural to Man, but thwarted till now by class division and exploitation. For such a goal all expedient instruments and methods were fitting. To spurn vile means where these advanced ‘communism’ was the true immorality.
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Kozyreva, Anna, and Ruslan Nadtoka. "Using digital technologies to create equal opportunities in higher education in the Russian Federation: COVID-2019 lessons." E3S Web of Conferences 208 (2020): 09035. http://dx.doi.org/10.1051/e3sconf/202020809035.
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The article examines the experience of higher education educational organizations of the Russian Federation in the development and implementation of digital tools and services to form equal access to educational content. The Anti-Crisis Measures adopted by the Ministry of Science and Higher Education of the Russian Federation to regulate the higher education sector are being evaluated to ensure that education is accessible and that the learning process is stopped during the COVID-19 pandemic.Over the past few months, studies in higher education on the quality of digital solutions used and their adequacy during the spread of the pandemic of the new COVID-2019 coronavirus infection and the transition mainly to remote forms of educational services show a low degree of readiness to provide equal access to education and reflect the risks of social conflict. It is important to ensure the digital readiness of higher education organizations to provide quality educational services through the introduction of advanced domestic programs and technologies, including those with elements of artificial intelligence; training of teachers and the administrative staff of educational institutions. Particular attention is paid to ensuring access to education in the subjects of the Russian Federation, where students and entrants face difficulties in remotely studying national languages and national culture. The study proposes to consider, among other things, support for the creation and implementation of online educational courses in the languages of national minorities, the expansion of e-library services containing unique cultural and language content, taking into account the specifics of the region’s learners.
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Gerth, Sabrina, Constanze Otto, Claudia Felser, and Yunju Nam. "Strength of garden-path effects in native and non-native speakers’ processing of object–subject ambiguities." International Journal of Bilingualism 21, no. 2 (July 27, 2016): 125–44. http://dx.doi.org/10.1177/1367006915604401.
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Aims and objectives: Our study addresses the following research questions: To what extent is L2 comprehenders’ online sensitivity to morphosyntactic disambiguation cues affected by L1 background? Does noticing the error signal trigger successful reanalysis in both L1 and L2 comprehension? Can previous findings suggesting that case is a better reanalysis cue than agreement be replicated and extended to L2 processing when using closely matched materials? Design/methodology/approach: We carried out a self-paced reading study using temporarily ambiguous object-initial sentences in German. These were disambiguated either by number marking on the verb or by nominative case marking on the subject. End-of-trial comprehension questions probed whether or not our participants ultimately succeeded in computing the correct interpretation. Data and analysis: We tested a total of 121 participants (25 Italian, 32 Russian, 32 Korean and 32 native German speakers), measuring their word-by-word reading times and comprehension accuracy. The data were analysed using linear mixed-effects and logistic regression modelling. Findings/conclusions: All three learner groups showed online sensitivity to both case and agreement disambiguation cues. Noticing case disambiguations did not necessarily lead to a correct interpretation, whereas noticing agreement disambiguations did. We conclude that intermediate to advanced learners are sensitive to morphosyntactic interpretation cues during online processing regardless of whether or not corresponding grammatical distinctions exist in their L1. Our results also suggest that case is not generally a better reanalysis cue than agreement. Originality: Our three L2 participant groups’ native languages were carefully chosen so as to create systematic typological contrasts. Our experimental materials and conditions were more closely matched compared to previous studies on German object-initial sentences, and our experimental design allowed us to link participants’ reading profiles to successful comprehension. Significance/implications: L1 influence on L2 processing is more limited than might be expected. Contra previous findings, even intermediate learners show sensitivity to both agreement and case information during processing.
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Oveshkova, A. N. "WORK WITH ENGLISH CORPORA AS A MEANS OF PROMOTING LEARNER AUTONOMY." Education and science journal 20, no. 8 (November 2, 2018): 66–87. http://dx.doi.org/10.17853/1994-5639-2018-8-66-87.
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Introduction.Learner autonomy and the ability to determine their own learning paths are becoming the crucial components of graduates’ competitiveness. As Russian students at many higher educational institutions are often brought up in a teacher-oriented learning environment, they are often less adept at autonomous learning. Such skills are especially important nowadays as there tend to be fewer hours of classroom learning. This problem is further compounded by mother tongue interference which is as a rule undesired at advanced levels and also by difficulties of understanding and memorizing foreign language material. Therefore, this paper studies how English corpora and independent work may be used to enhance autonomy.Theaimof the research was to describe the potential of English corpora – alongside other sources – to teach English as a foreign language, and furthermore, to analyse and determine the effects of this innovative approach on learner autonomy and language proficiency.Methodology and research methods.The research method involved at the pre-experiment stage was an extensive literature review of relevant studies. The basis for designing the abovementioned system of teaching techniques incorporated the methodology of corpus linguistics, systematization, analysis and consolidation of the best practices in this field of linguistics. The main tool of the pedagogical experiment whose aim was exploring the potential of corpus-based tasks to promote learner autonomy was the author’s methodology of teaching English to university students.Results and scientific novelty.The author described a number of autonomy forming factors and the pedagogical principles underlying learner autonomy enhancement. A system of corpus-based tasks and activities in conjunction with tasks for intensive and extensive reading and listening for students’ independent work was developed. The designed system was implemented in a five-month experiment which took place at the Institute of Foreign Languages, Ural State Pedagogical University (Yekaterinburg). The research findings based on the pre-experiment and post-experiment data comparison suggest that foreign language teaching is more effective with corpus tasks as they promote learner autonomy. The experimental group (n = 13) became better, i.e. more independent, learners, which indicates their enhanced autonomy, and consequently, a higher level of language proficiency was demonstrated. Thus, corpus-driven language learning coupled with traditional forms of independent work contributes to students’ motivation and sufficient academic progress.Practical significance.The obtained results may provide valuable insights which could be beneficial for foreign language teachers at any educational level. The findings of the study can be used as a framework for further theoretical and empirical research into the effect of the corpus-based approach as well as other forms of independent and classroom learning on enhancing learner autonomy. Another novel contribution of the paper is using the GloWbE corpus that is still relatively unknown in Russia for designing tasks.
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Gimbatova, Madina B., and Zaida Z. Zineeva. "ON THE HISTORY OF EDUCATION DEVELOPMENT AMONG THE NOGAIS OF THE NORTH CAUCASUS (XVII–XX CENTURIES)." History, Archeology and Ethnography of the Caucasus 16, no. 1 (April 30, 2020): 145–56. http://dx.doi.org/10.32653/ch161145-156.
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The article is devoted to one of the poorly studied issues in historical science – the formation and development of education among Nogais. The relevance of the study is due to the importance of education as a basic component of the spiritual culture of an ethnic group, the focus of the research outcome on promoting the cultural growth of the modern Nogais, preserving their ethnocultural identity, and strengthening ethnic self-awareness. The methodological and theoretical basis of the study lies in the principle of historicism, as well as historical-comparative and historical-typological methods. Based on the new archival documents and field material, the stages of public education of the Nogais have been identified as follows: pre-revolutionary (pre-Soviet), Soviet and post-Soviet. With the adoption of Islam by the Nogais around 1254–1256, a whole network of maktabs and madrasas emerged in the Nogai steppe, in which students studied the foundations of Islam, Arabic script and literature, works of advanced scientific thought and Oriental literature. After the inclusion of territories with the Nogai population into the Russian Empire, secular schools and colleges were opened, in which, thanks to the influence of progressive Russian culture, Nogai learned the achievements of world culture and joined the all-Russian cultural field. In the XIX century, the Nogai education produced literary men, enlighteners and public figures, who were notable not only in Russia but also in the countries of the Middle East. With the establishment of Soviet rule in the country, illiteracy among the Nogais was eliminated. The emergence of national schools and teachers of the native language served the formation of the Soviet Nogai intelligentsia. Its most important merit was the creation of a new Nogai written language, its modern literary form, educational and reference literature in the Nogai language. In the conclusion, the Nogai public education, having passed certain stages in its formation and development, has reached a new qualitative level that meets the requirements of the Russian educational system.
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Jajich Novogradec, Marina, and Ivana Chagalj. "Foreign language anxiety in the acquisition of Rusian as a foreign language." Journal of Psycholinguistic, no. 2 (June 30, 2021): 179–88. http://dx.doi.org/10.30982/2077-5911-2021-48-2-179-198.
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The aim of the paper is to measure and define the causes of foreign language anxiety in learning RFL, as one of the most important affective factors in foreign language teaching. The causes of difficulties in foreign language learning, as well as the development of language anxiety, can be different. The study examines the sample of 80 Croatian undergraduate students majoring in Russian language and literature at the Faculty of Humanities and Social Sciences of the University of Zagreb. In order to measure language anxiety, the questionnaire that included Foreign Language Classroom Anxiety Scale, developed by E. Horwitz et al. [1991] was used. The hypotheses were that the level of anxiety would decline at advanced levels of language learning; with the students who were learning another foreign language at the university; those who had learned Russian before entering the university; as well as those who had integrative and instrumental type of motivation in learning the language, and those who had visited Russian speaking country before.In the area of moderate level of anxiety, certain categories in which students showed high level of anxiety were allocated. The main causes of anxiety were communication apprehension and fear of negative evaluation. Future studies need to take into consideration foreign language anxiety in different contexts of foreign language learning and psycholinguistic perspective of the issue.
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Jersild, Austin. "Rethinking Russia From Zardob: Hasan Melikov Zardabi and the “Native” Intelligentsia." Nationalities Papers 27, no. 3 (September 1999): 503–17. http://dx.doi.org/10.1080/009059999108984.
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Many non-Russians in the Russian Empire were active members of imperial educated society (obshchestvo), and they often conceived of the colonial advance of Russia as part of the march of the progressive West and “civilization” itself into the backward lands of the East. Reformist empire builders who criticized the brutal wars and population transfers that marked the conquest of the southern borderlands also emphasized the civilizing mission of the empire on its eastern frontier. This article explores the conception of Russia and its empire in the work of the Azerbaijani publicist Hasan Melikov Zardabi. Zardabi was genuinely enthusiastic about Russia and the prospect of an enlightened imperial future for the lands of the former khanates on the frontier of the Iranian and Ottoman empires. The unusual circumstances of his life, however, which included exile to his remote and native village of Zardob, a small fishing village on the Kura River to the west of Baku, compelled him to re-evaluate his estimation of Russia and the benefits of imperial rule. Zardabi learned from his experience in Zardob, and grew to rethink his earlier views about civilization and the Russian Empire.
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Bikeeva, M. V., and K. V. Belash. "Integral Assessment of the Development Level of Electronic Business in the Regions of the Volga Federal District." Statistics and Economics 17, no. 2 (April 22, 2020): 55–62. http://dx.doi.org/10.21686/2500-3925-2020-2-55-62.
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Purpose of the study. Information and communication technologies are becoming a powerful tool for the development of electronic business. Today, the leaders in the global economic and political space are precisely those countries that have learned to determine the vector of development of information technologies and use new opportunities for their application. The development of innovative digital technologies in Russia and in the world is widely discussed in the framework of various discussion platforms. In particular, at the International Forum “The Digital Future of the Global Economy” (January 31, 2020 Almaty), digitalization of trade processes between the EAEU membercountries became one of the main topics. The annual Tech Week conference (Moscow) is becoming a traditional place for discussing the implementation of innovative technologies in business, as well as for the exchange of experience of leading Russian and world corporations in the field of electronic business. In this regard, there is a need for a comprehensive statistical assessment of the development level of electronic business of the territory.Materials and methods. The research was based on the data of the Federal State Statistics Service for 2018 for the regions of the Volga federal district, and the results of monitoring the development of the information society in the Russian Federation. As a tool for assessing the degree of digitalization of business in the regions of the Volga federal district, the graphic polygon (radar) method is used.Results. The article provides a retrospective analysis of the stages of development of electronic business in Russia. Among the characteristic features of the modern stage of its development are the mass introduction of Internet technologies and the transformation of traditional business methods. The introduction of advanced information and communication technologies contributes to greater involvement of the business sector in electronic business. In terms of the level of development of information and communication technologies (ICT Development Index), Russia ranks 45th among the countries of the world. For the period 2010 - 2018 the development of electronic business in Russia has a positive trend. According to the results of 2018, the volume of the Russian e-commerce market amounted to 1280 billion rubles, or 4.1% of the total trade turnover. According to forecast estimates, by 2023 the volume of Russian e-commerce market will grow to 8.5% of the total turnover and amount to 2780 billion rubles. An integrated assessment of the development level of electronic business was carried out according to sixteen local criteria. As a result of calculating the private and local ranks of the values of the relevant criteria, fourteen polygons of the level of development of electronic business were constructed by the number of regions of the Volga federal district. The results obtained allow us to state the existence of a high degree of heterogeneity of the regions of the Volga federal district according to the integral indicator under study. Among the leading regions in terms of electronic business development are the Republic of Tatarstan, Perm krai and Nizhny Novgorod region. Outsider regions – the Mari El Republic, the Republic of Mordovia, and the Kirov region – are characterized by a low percentage of organizations that used the capabilities of the Intranet and Extranet, the absence of special software for managing sales of goods (works, services), and limited use of software, in particular ERP, CRM and SCM systems.Conclusion. The widespread use of information and communication technologies entails the expansion of opportunities and improving the quality of coordination of business activities. We should remember that if modern business cannot quickly adapt to the new requirements of the digital economy, then it risks becoming uncompetitive. The results of the study revealed a differentiation in the development of electronic business in the regions of the Volga federal district. A similar situation is observed in most constituent entities of the Russian Federation and is due in many respects to specific reasons for each region. The timely fulfillment of the goals and objectives of digital transformations in the Russian Federation reflected in the Digital Economy of the Russian Federation Program and other regulatory documents will help to smooth out the existing imbalances.
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Kryszewska, H. "Advanced Learners." ELT Journal 64, no. 2 (March 15, 2010): 238–40. http://dx.doi.org/10.1093/elt/ccq008.
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Holden, Nigel J., and Cary Cooper. "Russian Managers as Learners." Management Learning 25, no. 4 (December 1994): 503–22. http://dx.doi.org/10.1177/1350507694254002.
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Loseff, Nina, Alexander D. Nakhimovsky, and Richard L. Leed. "Advanced Russian." Slavic and East European Journal 32, no. 3 (1988): 495. http://dx.doi.org/10.2307/309206.
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Tuman, Walter Vladimir, Alexander D. Nakhimovsky, and Richard L. Leed. "Advanced Russian." Modern Language Journal 73, no. 1 (1989): 96. http://dx.doi.org/10.2307/327296.
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Wilson, Dr Ruth. "Supporting advanced bilingual learners." SecEd 2019, no. 13 (July 1, 2019): 30–31. http://dx.doi.org/10.12968/sece.2019.13.30.
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Sharova, I. N., T. Yu Krasovskaya, E. V. Kazorina, A. V. Kazantsev, M. V. Proskuryakova, V. E. Kuklev, S. A. Shcherbakova, et al. "Lessons Learned from and Prospects of Using Mobile Laboratories for Epidemiological Surveillance over Plague, Other Particularly Dangerous, Natural-Focal, Zoonotic Infectious Diseases." Problems of Particularly Dangerous Infections, no. 4 (February 7, 2021): 26–33. http://dx.doi.org/10.21055/0370-1069-2020-4-26-33.
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The review presents the materials on the use of mobile laboratories, developed in the Russian Federation, in the framework of four main areas: monitoring of territories to identify the circulation of pathogens of natural-focal infectious diseases; monitoring of territories during the exacerbation of the epizootic situation; participation in the elimination of outbreaks of infectious diseases; monitoring of territories to control and predict the epidemiological and epizootiologic situation in preparation for mass events. The tactical and technical characteristics and the procedure for organizing the operation of the mobile laboratory for monitoring and diagnostics mounted on the platform of the KamAZ chassis are considered. A distinctive feature of the laboratory from the existing Russian and foreign counterparts is the availability of the necessary conditions for conducting research using bacteriological analysis, rapid and accelerated diagnostic methods, and performing a full cycle of works – from the preparatory stage to the destruction of infected material. Hightech equipment allows the realization of two research schemes: the first – bacteriological analysis alongside the PCR, which ensures high reliability of the results; the second – conducting the PCR at the first stage, and when identifying genetic markers of the pathogen – performing bacteriological analysis of positive samples in order to isolate the culture of the pathogen and identify it subsequently. The second scheme will reduce the volume of bacteriological studies; make changes in the tactics of epizootiological survey. Tests of the mobile laboratory have demonstrated the effectiveness of its use in the epizootiological examination of natural plague foci, including cross-border ones. Owing to the use of a mobile laboratory in the Gorno-Altaisk high-mountain natural focus of plague, a new epizootic site was identified, located in a remote area, used by the population as a summer pasture for grazing domestic animals. The use of mobile laboratories will strengthen the laboratory base of institutions that monitor particularly dangerous, natural-focal and other dangerous infectious diseases; will help to bring the advanced diagnostic technologies directly to the natural focus, reduce the risk of epidemic complications due to plague and other particularly dangerous infections in cross-border natural foci.
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Dolgaleva, Irina, and Jack Blanshei. "Ultimate Russian: Advanced." Slavic and East European Journal 44, no. 1 (2000): 170. http://dx.doi.org/10.2307/309668.
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Byun, Koonhyuk. "Korean Learners` Production of Russian Intonation." Language and Linguistics 73 (November 30, 2016): 129–48. http://dx.doi.org/10.20865/20167306.
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Yoshikawa, Mariko. "Vocabulary acquisition by advanced learners." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 169–82. http://dx.doi.org/10.1075/aralss.15.11yos.
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AbstractThis paper looks at the acquisition of the vocabulary used in daily conversation by advanced level English speaking learners of Japanese language. Five factors which were found to affect learners’ acquisition are discussed. The aim of this paper is to discuss lexical errors made by advanced learners of Japanese and identify the factors which hinder their lexical acquisition by focusing on intralexical factors and interlexical factors. The data was obtained from interviews with fourteen advanced level students. The findings of the study reveal that interlexical divergence of semantic structure is the most common reason for advanced learners failure to acquire vocabulary in the target language. This finding highlights the difficulty learners face in comprehending the lexical semantic structure in the target language and maintaining all the lexical items which correspond to single word in their native language. Intralexical phonological similarity is also a confounding factor for learners. These findings are relevant in the context of vocabulary teaching from the aspect of facilitating learners’ semantic knowledge.
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Muñoz, Carmen, and David Singleton. "Foreign accent in advanced learners." EUROSLA Yearbook 7 (August 10, 2007): 171–90. http://dx.doi.org/10.1075/eurosla.7.10mun.
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Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background data were elicited by questionnaire and interview. A significant difference overall emerged between native speakers and non-natives in terms of FA ratings. However, two of the learners scored within the native-speaker range. The discussion examines the possible influence of an array of factors on degree of FA, and explores what might underlie the native-like performance of the two most successful learners.
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Soulé, María Victoria, and Carmen Pérez-Vidal. "Advanced learners of Spanish abroad." Study Abroad Research in Second Language Acquisition and International Education 6, no. 2 (September 22, 2021): 244–75. http://dx.doi.org/10.1075/sar.20003.sou.
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Abstract This study examines the progress made by a group of ERASMUS students in their use of the Spanish Preterite and Imperfect during a stay abroad. Advanced learners of Spanish (N = 12) and native speakers (N = 12) completed an impersonal narrative-based forced-choice test (INT) and an explicit knowledge questionnaire (EKQ). Results from the INT partially confirm the findings of previous studies which indicate that the expression of grounding distinguishes learners from native speakers. Our data show that only the foreground clearly distinguishes between the two groups, not the background. Responses to the EKQ reveal that learners use a variety of mechanisms for their selection of past tense morphology: formal instruction, translation into their L1, knowledge of other L2s and conversation with native speakers. This article suggests further research be undertaken to examine the impact of the learning context on students’ use of past tense morphology.
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Kotov, A. V. "Project Management in the Implementation of Long-term Interregional Initiatives." Administrative Consulting, no. 8 (September 30, 2020): 132–44. http://dx.doi.org/10.22394/1726-1139-2020-8-132-144.
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The article develops to the analysis of the application of project management in the implementation of long-term interregional initiatives. The relevance of the study is due to modern experience in initiating and implementing major interregional initiatives. Practice shows that they need no alternative real project content, i. e. the availability of interconnected local investment projects, the implementation of each of which together provides high interregional (macro-regional) and region-wide importance. To date, there is a shortage of projects at the interregional level in Russia. This problem is recorded in the national Spatial Development Strategy.We formulate an author’s approach to defining of the interregional initiative as an activity to develop, present and launch a significant large complex interregional project (a set of interconnected investment and other related projects), potentially capable of having a significant impact on the social and economic development of the country, the federal district / macro-region.The study analysed detail the lessons learned from project management at the regional level, which can be useful for the implementation of integrated interregional initiatives. The main models of “spillovers” of experience of implementation of project management from federal to regional level for development of own initiatives of subjects of the Russian Federation (direct transfer, reset of state programs, project management of new spatial forms of organization of economic activity, initiation of joint projects with federal development institutions, etc.) are given.We have underlined possibilities project management in promoting interregional initiatives should focus on the following areas: taking into account innovative opportunities concentrated in systemically important economic complexes; Ranking projects in terms of effects for regional business communities. Projects involving and combining local resources should benefit.In regard with innovation development, we have proposed specific attention to interregional initiatives related to the acquisition of new knowledge, associations of the potential of regional scientific centers, synthesis of accumulated knowledge in the form of patents, advanced technologies, industrial models.
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Showalter, Catherine E. "RUSSIAN PHONO-LEXICAL ACQUISITION AND ORTHOGRAPHIC INPUT." Studies in Second Language Acquisition 42, no. 2 (November 15, 2019): 255–77. http://dx.doi.org/10.1017/s0272263119000585.
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AbstractWe investigated how grapheme familiarity and grapheme-phoneme correspondence (GPC) congruence affect adult learners’ ability to make use of orthographic input (OI) during phono-lexical acquisition. Native English speakers, with no Russian experience (naïve) or learners of Russian, heard auditory forms, saw pictured meanings, and saw written input either in a No Orthography condition or an Orthography condition for words that contained unfamiliar Cyrillic graphemes, familiar graphemes and congruent GPCs, and familiar graphemes and incongruent GPCs. Naïve participants evidenced incongruent GPC interference effects. Experienced learners acquired targetlike GPCs, although beginner learners did not. In a separate experiment, naïve learners were exposed to an intervention to mitigate effects of OI; the interventions did not improve test accuracy. Results support previous findings that incongruent GPCs interfere with phono-lexical acquisition. We also found evidence that target language experience mitigates negative effects of OI, but interventions may not sufficiently aid naïve learners’ phono-lexical acquisition.
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Zhumabaeva, D., and Zh Abdullaeva. "Technology of Teaching in Colleges Based on the Works of Togolok Moldo on an Ethnopedagogical Basis." Bulletin of Science and Practice 7, no. 7 (July 15, 2021): 405–11. http://dx.doi.org/10.33619/2414-2948/68/57.
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Research relevance: Everyone knows that in the 20th century more than 70 nationalities, ethnic groups finally lost their language, ethnoculture, national identity and assimilated into the Russian nation. Such a fate awaits all nations that, in the context of globalization, have not been able to preserve their ethnopedagogy and national identity. To prevent our Kyrgyz people from finding themselves in such a difficult situation, we must apply teaching methods on an ethnopedagogical basis. Research relevance: recently in colleges it is very important to improve the quality of knowledge, the spread of new learning technologies. First, it is said about the varieties of the art of improvisation (aitysh), which was characteristic of the Kyrgyz and Kazakh people, and then about the features of the philosophical aitysh. The author then discusses the teaching methods for this lesson. Research materials and methods: pedagogical observation of students during teaching and pedagogical experiment and dialogue. Research objectives: teaching the work of the great Kyrgyz poet Togolok Moldo “Talym Girl Aitysh and Koboka” on the basis of ethnopedagogy and reveal the artistic features of the work “Talym Girl Aitysh and Koboka”, convey its moral essence and ethnopedagogical idea through advanced educational methods and techniques. Research results: students were introduced to the recommended creative reading techniques. Conclusions: students gained knowledge and learned the values of folk pedagogy, which calls for wisdom and the application of the acquired skills in life.
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Byun, Koonhyuk. "orean Learners' Perception of Russian Interrogate intonation." Language and Linguistics 70 (February 28, 2016): 243–66. http://dx.doi.org/10.20865/20167010.
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Kagan, Olga, and Kathleen Dillon. "Russian Heritage Learners: So What Happens Now?" Slavic and East European Journal 50, no. 1 (April 1, 2006): 83. http://dx.doi.org/10.2307/20459235.
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PAVLENKO, ANETA, and VIKTORIA DRIAGINA. "Russian Emotion Vocabulary in American Learners? Narratives." Modern Language Journal 91, no. 2 (June 2007): 213–34. http://dx.doi.org/10.1111/j.1540-4781.2007.00541.x.
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SHARDAKOVA, MARIA. "American Learners’ Comprehension of Russian Textual Humor." Modern Language Journal 100, no. 2 (May 3, 2016): 466–83. http://dx.doi.org/10.1111/modl.12329.
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Jankowicz, A. D. "Holden and Cooper's `Russian Managers as Learners'." Management Learning 25, no. 4 (December 1994): 523–26. http://dx.doi.org/10.1177/1350507694254003.
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Krasnoshchekova, Sofia, and Kseniia Kashleva. "Narrative Competence of Adult L2 Russian Learners." Journal of Psycholinguistic Research 48, no. 3 (January 2, 2019): 617–41. http://dx.doi.org/10.1007/s10936-018-9622-3.
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Byun, Koonhyuk, and Alesiya Kim. "Interlanguage of Korean Learners in Russian Intonation." Language and Linguistics 92 (May 31, 2021): 29–54. http://dx.doi.org/10.20865/20219202.
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Lennon, P. "Conversational cloze tests for advanced learners." ELT Journal 43, no. 1 (January 1, 1989): 38–44. http://dx.doi.org/10.1093/elt/43.1.38.
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