Relevant bibliographies by topics / Linguistic and methodological competency of the Russian language teacher

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  1. Journal articles
  2. Book chapters
  3. Conference papers

Academic literature on the topic 'Linguistic and methodological competency of the Russian language teacher'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Linguistic and methodological competency of the Russian language teacher"

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Samoilova, Galina S., Anna D. Komyshkova, Olga A. Patsyukova, and Elena I. Budaragina. "Old Slavonic language as a didactic resource for developing a strong language student personality." Revista Amazonia Investiga 9, no. 29 (2020): 327–35. http://dx.doi.org/10.34069/ai/2020.29.05.37.

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The article considers the axiological potential of the Old Slavic language in connection with the problem of formation of the linguistic personality of the philologist. Special attention is paid to the axiological guidelines of modern pedagogical education: the development of a value attitude towards language as part of national history, culture, spirituality. Some aspects of the formation of a strong language personality are presented on the example of the language personality of the future verbal teacher. The aim of the study is to describe didactic possibilities of the language-preservative
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Ryabukhina, Elena. "Methodological Analysis and Methodological Interpretation as Methods of Implementation of Competency-based Approach to Training Future Teachers of the Russian Language." ARPHA Proceedings 1 (November 5, 2019): 523–33. https://doi.org/10.3897/ap.1.e0496.

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The need to implement a competency-based approach to the training of subject teachers is determined by the requirements of The Federal State Educational Standard of Higher Education and The Professional Standard of the Teacher. In this regard, a number of problems arise and among them, there are ones which are of particular relevance for this study: a) the formation of a number of general professional and special professional competencies with reference to each other and b) the development of the future teachers' experience of the value attitude to the process and results of training. The anal
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Shpetna, Svitlana, and Оlha Kirichenko. "Comparative typological method as a tool for teacher training philologist in the process of teaching the Russian language." Linguistics, no. 1 (43) (2021): 107–15. http://dx.doi.org/10.12958/2227-2631-2021-1-43-107-115.

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The article considers some aspects of the use of comparative-typological method in the process of studying the educational component «Russian language» by applicants for higher education from Turkmenistan, the role and significance of the comparative characteristics of Turkmen and Russian language to solve a specific methodological task: teaching students the language to master the future profession of teacher of Russian language and literature. In practice, it is proved that the complete exclusion of the native language in the process of learning Russian (as a foreign) language is impossible.
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Tšuikina, N. V., and E. V. Busurina. "Linguocreative nominative realia, innovations, and Russian as a foreign language." Education and science journal 22, no. 4 (2020): 110–30. http://dx.doi.org/10.17853/1994-5639-2020-4-110-130.

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Introduction. In recent decades, the Russian urban sociocultural environment has demonstrated the process of generation of linguocreative nominative realia (culture-bound terms) – units of language (from words to texts), created on the basis of the language game or speech stylisation to name various social and cultural phenomena. This linguistic phenomenon proves to be relevant for teaching Russian as a foreign language, specifically in light of the global trend of increasing intensity of spatial mobility of different population groups and the growing internationalisation of Russian educationa
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Putjata, Galina. "Russian language maintenance among multilingual teachers in Israeli educational settings." Russian Journal of Linguistics 25, no. 4 (2021): 1103–25. http://dx.doi.org/10.22363/2687-0088-2021-25-4-1103-1125.

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The present paper focuses on language maintenance among multilingual teachers and presents a research project with Russian-Hebrew speakers on their ideas of language-related normality in educational settings. The main objective is to investigate the role of migration-related multilingual teachers within the multilingual turn. The project approached the topic from three perspectives: the macro level of educational policies, the meso level of educational institutions, and the micro level of linguistic development. Data were collected through biographical interviews with 17 teachers and interpret
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РУБЛЕВА, Е. В., та С. С. АДУ. "ТЕРМИНОЛОГИЧЕСКОЕ РАСШИРЕНИЕ ИКТ-КОМПЕТЕНЦИИ ПРЕПОДАВАТЕЛЯ РКИ В ПРОЦЕССЕ ЦИФРОВИЗАЦИИ ОБРАЗОВАНИЯ". Russkii iazyk za rubezhom, № 6(307) (20 грудня 2024): 59–62. https://doi.org/10.37632/pi.2024.307.6.008.

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В статье раскрывается сущность информационно-коммуникационной компетенции преподавателя РКИ в условиях современной цифровизации глобального образовательного процесса. ИКТ-компетенция преподавателя наряду с другими базовыми компетенциями (методической, лингвистической, психолого-педагогической) подвергается существенному расширению вследствие увеличившейся работы педагогов в дистанционном и смешанном форматах обучения, что требует наличия новых навыков и soft skills (надпрофессиональных компетенций), включающих работу с инновационными образовательными форматами. The article reveals the essence
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Anvarovna, Berdieva Mukarrama, and Bazarova Shohida Ashirkulovna. "Lexical And Grammatical Features Of The Compilation Of The RCT Textbook (Russian As A Foreign Language)." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 429–31. http://dx.doi.org/10.37547/tajssei/volume03issue05-75.

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The article considers the system of principles for creating a modern textbook for adults as a basic linguodidactic tool in teaching Russian to foreigners at an advanced stage of training, with the focus of the educational process on the formation of intercultural competence. Russian language textbook for foreigners contains topics and situations of reality that are relevant to Russian linguoculture in their verbal embodiment in texts of different genres and styles of the modern Russian language. The author demonstrates that with a cognitive-communicative approach, the discursive base of the te
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Altukhova, Olga Nikolaevna, Galina Vasilevna Vorobeva, Arvid Ronaldovich Ingemansson, Elena Aleksandrovna Ptitsyna, and Elena Vladimirovna Tiumentseva. "Increasing the efficiency of teaching Russian as a foreign language in the context of distance learning." SHS Web of Conferences 121 (2021): 03010. http://dx.doi.org/10.1051/shsconf/202112103010.

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The article considers topical issues of organizing distance learning of teaching Russian as a foreign language at university in the context of the global COVID-19 pandemic. The purpose of the study, based on the practice of working with foreign citizens, was to analyze the efficiency of university training of foreigners in Russian using Internet technologies. The work focuses on the importance and feasibility of using modern methods of teaching Russian as a foreign language to achieve optimal results of the educational process. Methodologically, the study is based on the basic principles and p
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Token, M. B., B. K. Bazylova, and S. D. Pogorelova. "FORMING SOCIOCULAR AND COMMUNICATIVE COMPETENCY IN WORKING WITH FICTIONAL TEXT IN METACULTURAL READING TRAINING (on the example of translations of V. HUGO's "les Misérables" into russian and kazakh languages)." Keruen 87, no. 2 (2025): 197–207. https://doi.org/10.53871/2078-8134.2025.2-15.

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The ability to analyze literary texts through the integration of linguistic, cultural, and communicative knowledge is a vital aspect of modern literature teaching methodology. This article explores effective methods and techniques for teaching metacultural reading - the skill of identifying, understanding, and interpreting culturally significant elements within a literary work - using the example of Victor Hugo’s Les Misérables in its Russian «Отверженные» and Kazakh «Аласталғандар» translations. This topic is especially relevant in the context of pedagogical universities, where future teacher
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Дасуев, И. Л., and С. С. Тазуркаева. "Standardization of the content of Russian language teaching as a philosophical and methodological trend." Management of Education, no. 8(66) (June 30, 2023): 160–65. http://dx.doi.org/10.25726/t5765-6954-1428-l.

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Исследование посвящено актуальному вопросу стандартизации содержания обучения русскому языку как философско-методологическому направлению, которое объединяет, конкретизирует и улучшает содержание языкового образования. По утверждению авторов, методологическая основа методики обучения русскому языку формируется на базе философии, ее законов, закономерностей и принципов. Философия образования как раздел прикладной философии, исследующий природу образования, его цели и проблемы, предлагает новые модели образовательных систем и представляет из себя является важную теоретическую платформу и не мене
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Book chapters on the topic "Linguistic and methodological competency of the Russian language teacher"

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Koreneva, Anastasia Viacheslavovna. "Educational and Methodological Support of the Regional Component of Russian Language Teaching in Schools of the Murmansk Region." In Current issues of pedagogy and psychology. Publishing house Sreda, 2025. https://doi.org/10.31483/r-149460.

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The chapter proves that the inclusion of a regional component in the process of teaching Russian is one of the most effective ways to form students' cultural competence. The educational and methodological aids for schools of the Kola North, providing a regional focus of Russian language teaching, are described in detail. Their structure is revealed, the main content is described, and examples of tasks are given. The results of the survey are presented, according to which the literature on linguistic local history is actively used by teachers of the Murmansk region.
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Klymenko, Tatyana. "PROBLEMS OF TEACHING UKRAINIAN AS A FOREIGN LANGUAGE." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-4.

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The subject of the study is the relationship between the methodology of teaching the Ukrainian language as a foreign language and phraseological material, which activates the various levels involved in mastering the linguistic base, namely motivation, memory, cognition and others. The article deals with the problem of bilingualism in Ukraine, considers the problems of teaching foreign students the Ukrainian language in terms of partial bilingual everyday communication, suggests ways to solve these problems. The classification of modern strategies used in language learning is considered. We als
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Conference papers on the topic "Linguistic and methodological competency of the Russian language teacher"

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Ryabukhina, Elena. "Methodological Analysis and Methodological Interpretation as Methods of Implementation of Competency-based Approach to Training Future Teachers of the Russian Language." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0496.

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format u
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Journal articles
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