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Journal articles 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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1

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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Bulankina, N. E. "TOPICAL ISSUES OF THE DEVELOPMENT OF THE RESEARCH METHODOLOGY OF THE INFORMATION AND EDUCATION SPACE OF FOREIGN LANGUAGE EDUCATION." Educational Psychology in Polycultural Space 66, no. 2 (2024): 77–88. http://dx.doi.org/10.24888/2073-8439-2024-66-2-77-88.

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The relevance of the problem outlined in the title of the article within the framework of improving the methodology of studying the communicative competence of students largely concerns a constant renewal of educational environment of participants interaction in education. The latter is currently focused on the key aspects of the preservation of traditional Russian values, reflected in the critical consideration of topical issues of improving the communicative culture of the individual. The purpose of the study is to develop and test a value model based on the conceptual design of the informat

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Вовк, Мирослава. "ТЕНДЕНЦІЇ ОНОВЛЕННЯ ЗМІСТУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ У ЗАКЛАДАХ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ". Professional Pedagogics 2, № 29 (2024): 155–62. https://doi.org/10.32835/2707-3092.2024.29.155-162.

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Relevance: Amid the military aggression of the Russian Federation against Ukraine, the teacher plays a crucial sociocultural role as a transmitter of national cultural traditions, professional knowledge, and the values of language, literature, folklore, and history in educational practice. Through their personal and professional example, teachers shape students into Ukrainian-speaking individuals endowed with civic consciousness, a high level of national identity, and Ukrainian self-awareness. In this context, philology teachers must maximize the resources of the "living" word through innovati

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Zuev, Mikhail B. "EVERYDAY LIFE AND ROUTINE IN THE ASSIMILATION OF LANGUAGE PARADIGMS OF THE SPANISH LANGUAGE." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2022): 113–20. http://dx.doi.org/10.28995/2073-6398-2022-3-113-120.

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The research is connected with the implementation of state standards of personnel training according to the “Political Sciences and regional studies” classifier and the constant process of improving pedagogical techniques in teaching a foreign language in the professional training of higher education. The article discusses the information and technological possibilities of immersing students in the cultural environment of Spain in order to master the universal competencies of intercultural communication. The culture of everyday life and daily routine displayed in the linguistic paradigms of th

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Malinin, V. A., G. Sorokovykh, and S. М. Shestakova. "Formation of linguistic security of a personality as a condition for the education of youth." Moscow Pedagogical Journal, no. 3 (April 18, 2024): 18–29. https://doi.org/10.18384/2949-4974-2024-3-18-29.

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Aim. To consider the experience of interaction of educational institutions with the Nizhny Novgorod City Resource Center for Spiritual and Moral Education and Civic Education and the Nizhny Novgorod Metropolis of the Russian Orthodox Church on the issue of forming linguistic security for modern youth and preparing future teachers to master the culture of speech behavior.Methodology. The main provisions of the conducted research are based on general scientific and special linguistic and didactic approaches: axiological, humanistic, subject-activity, linguistic and cultural, etc. To achieve the

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Feyzer, Zhanna I., and Tatyana A. Dyakova. "Stages of development of digital linguodidactics of Russian as a foreign language." Russian Language Studies 21, no. 2 (2023): 196–211. http://dx.doi.org/10.22363/2618-8163-2023-21-2-196-211.

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The digital transformation of education, the emergence of new digital technologies that expand the linguodidactic base of Russian as a foreign language (RFL), modern conditions for education implementation have become an occasion to study teaching methods in the aspect of digital didactics. The aim of the research is to highlight the stages of development of digital linguodidactics of RFL and to determine the key characteristics of each of them. The material for the study was scientific papers on organizing the learning process with the help of computer technology, the methodological justifica

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Danilova, Elena A., Svetlana V. Ilyina, and Elena G. Khrisanova. "Features of teaching Russian in educational institutions in Sri Lanka: the linguistic and cultural aspect." Perpsectives of science and education 71, no. 5 (2024): 373–91. http://dx.doi.org/10.32744/pse.2024.5.22.

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Introduction. Russian as a foreign language (RKI) is a basic element of the formation of linguistic and cultural competence of foreign language students and contributes to the improvement of their speech skills and the expansion of ideas about Russian culture, which determines the relevance of the undertaken research. The purpose of the study is to substantiate the importance of a linguocultural approach in the methodology of teaching Lankan students the Russian language by reading the works of Russian writers, in this case – on the example of the work of M.A. Bulgakov "Towel with a Rooster",

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Гнездилова, Наталия Сергеевна, and Лариса Васильевна Малетина. "FORMATION OF LINGUISTIC COMPETENCE BASED ON A SET OF EXERCISES IN A TEXTBOOK ON RUSSIAN AS A FOREIGN LANGUAGE." Tomsk state pedagogical university bulletin, no. 5(217) (September 3, 2021): 18–25. http://dx.doi.org/10.23951/1609-624x-2021-5-18-25.

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Введение. Приводится методический анализ комплекса условно-речевых упражнений и их типологии в учебниках по русскому языку как иностранному (РКИ) для студентов, приступающих изучать русский язык на начальном уровне. Рассматривается проблема достаточности/недостаточности речевых упражнений для формирования лингвистической компетенции как важной составляющей межкультурной коммуникативной компетенции. В качестве объекта рассмотрен учебник по РКИ как основной компонент учебно-методического комплекса, в котором изложено содержание речевого материала и способы овладения им через систему упражнений.

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Рассада, Светлана Анатольевна, та Ольга Владимировна Фрезе. "Методический конструктор как средство организации профессиональной подготовки будущих учителей иностранного языка (в части формирования методической компетенции)". Tomsk state pedagogical university bulletin, № 2(238) (21 березня 2025): 144–52. https://doi.org/10.23951/1609-624x-2025-2-144-152.

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Рассматриваются возможности применения методического конструктора в процессе профессиональной подготовки будущих учителей иностранного языка в вузе. Делается обзор существующих определений понятия «профессиональная компетентность», раскрывается его структура, выделяются три основных компонента: лингвистический, педагогический и методический. Методическая компетенция понимается как способность эффективного планирования, организации и реализации образовательного процесса, включает в себя умение учителя выбирать и применять различные подходы и методы обучения, а также оценивать и корректировать с

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Gorozhankina, Tamara Nikolaevna, and Vera Viktorovna Grechukhina. "Authentic video materials as a means of shaping communicative competence in Russian among Spanish and Dutch learners." Russian Language Studies 20, no. 4 (2022): 483–99. http://dx.doi.org/10.22363/2618-8163-2022-20-4-483-499.

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Teaching Russian as a foreign language (RFL) without immersion into a natural language environment presents a particular challenge and requires modern methods to deve-lop basic communicative and linguistic competencies of the students. While teaching listening at the first stage of learning a foreign language, an active use of authentic materials plays an important role as one of the major requirements of the communicative approach. The relevance of the present topic consists in the need of developing listening skills at the early stage of studying RFL and optimizing the work of students as in

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Ageeva, J., and N. Wang. "Regional component in teaching Russian as a foreign language (exemplified by the Republic of Tatarstan)." Philology and Culture, no. 3 (October 23, 2024): 293–98. http://dx.doi.org/10.26907/2782-4756-2024-77-3-293-298.

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The article emphasizes the importance and relevance of a regional component in teaching international students Russian as a foreign language. The purpose of the study is to demonstrate the didactic potential of texts with regional components for the development of culturally determined linguistic competence of foreigners studying the Russian language in a particular Russian region (based on the example of the Republic of Tatarstan). We find that the use of such texts may solve two important didactic goals: forming both linguistic and cultural competences of students. Theoretical conclusions ar

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Radomska, L., and M. Moshnoriz. "Information technologies for the study of lexical and grammatical norms in the course “Ukrainian language for professional purposes”." Teaching languages at higher institutions, no. 45 (December 30, 2024): 53–72. https://doi.org/10.26565/2073-4379-2024-45-04.

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The article analyzes the current aspects of studying lexical and grammatical norms in the classes of the course “Ukrainian language for professional purposes” using information technologies. The authors consider the issue of developing and improving lexical and grammatical competence of higher education students as a requirement and basis for the culture of oral speech of a specialist. The purpose of the article is to analyze theoretical and methodological ways of studying lexical and grammatical norms using information technologies in the classes of the course “Ukrainian language for professi

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Khairova, Irina, and Venera Zakirova. "Development of Future Primary School Teachers' Linguistic and Methodological Competence." ARPHA Proceedings 1 (November 5, 2019): 333–44. https://doi.org/10.3897/ap.1.e0314.

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Many Russian and foreign researchers note the inability to apply theoretical knowledge in practice, the gap between theory and practice in the context of university studies as one of the reasons of difficulties in the implementation of young teachers' professional activities. The competence approach implemented in the education system of Russia today offers a solution to this problem through the formation of special, general and key competencies. Primary school teachers' professional competence also includes a range of private methodological competencies. One of these competencies is linguisti

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Кудрейко, И. А. "ELECTRONIC SIMULATOR AS A MEANS OF PREPARING PHILOLOGIST STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES." Человеческий капитал 2, no. 12(180) (2023): 156–63. http://dx.doi.org/10.25629/hc.2023.12.52.

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На современном этапе развития образования, с учетом ряда социальных факторов, все более востребованным становиться смешанное / гибридное обучение, предполагающее сочетание традиционного и электронного обучения. Активное использование в системе образования информационно-коммуникационных технологий позволяет разнообразить учебно-воспитательный процесс обучающихся, делать его более увлекательным и, как следствие, более результативным. Современный учитель, в частности учитель-филолог, наряду с системой профильных знаний, умений и навыков, профессиональных компетенций должен уметь адаптировать инфо

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Vostryakova, Natalya A. "Teaching the perception of educational, scientific and song texts of mathematical subject at the elementary level of teaching Russian as a foreign language." Yazyk i kul'tura, no. 65 (2024): 114–42. https://doi.org/10.17223/19996195/65/6.

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The article analyzes the introductory-subject course of mathematics from the popular complex “Russian language for a future engineer”, created by a team of experienced teachers of the Moscow Automobile and Road Institute. This preparatory course is used at the preparatory faculties of many Russian universities and consists of eight lessons, the tasks of which are presented in two parts of the complex – in the book for the student and the teacher’s book. The lessons of the course are studied in Russian as foreign language classes, starting from the second or third week of study, but are based o

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Georgieva, Snezhanka, and Irina Khairova. "Textual Competence of Future Primary School Teachers: Reality and Perspectives." ARPHA Proceedings 5 (February 10, 2022): 323–36. https://doi.org/10.3897/ap.5.e0323.

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The professionalism of modern teachers is determined by the level of their proficiency in various competencies. In the paradigm of professional skills necessary for native language teachers working at the primary educational stage, textual competence is the key. The study of textual competence is currently one of the topical areas of linguistics and linguodidactics. Researchers consider textual competence in general theoretical and private applied aspects, from the point of teaching native or foreign languages. In this context, the article is focused on the researching the pragmatic and applie

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Ignatovich, Tatiana Yu, and Yulia V. Biktimirova. "Linguodidactic Principles and Content of Linguistic Disciplines of the Diachronic Cycle in the University Training of Philologists and Teachers of Literature." Scholarly Notes of Transbaikal State University 19, no. 4 (2024): 16–26. https://doi.org/10.21209/2658-7114-2024-19-4-16-26.

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The relevance of considering modern approaches to teaching the history of the Russian language in the training of philologists and teachers of literature and at the university is unconditional, since the achievements of recent decades in linguistics and linguodidactics require the addition and updating of the traditional methodological platform in order for teaching to be effective. There is also no doubt that diachronic linguistic knowledge is in demand, because without it philological education will be flawed, will not give an understanding of the historical variability of the language and w

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Усманов, Т. И., and Л. Ю. Исраилова. "Content components of linguistic and methodological competence of foreign language teachers." Management of Education 13, no. 12-1(72) (2023): 162–69. http://dx.doi.org/10.25726/p7484-1698-1645-t.

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Подготовка конкурентоспособных преподавателей иностранных языков в условиях современных требований трудового рынка является приоритетным направлением развития лингвометодической подготовки педагогических кадров в российских вузах. Формирование соответствующей компетентности педагогов требует системного подхода к определению ее составляющих. Материалы и методы. Для исследования лингвометодической компетентности преподавателей иностранных языков были проанализированы нормативные документы и научная литература, посвященные данной проблематике. Был проведен анкетный опрос 30 преподавателей из разл

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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.

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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning Eng

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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.

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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning Eng

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Wang, L., та N. I. Almazova. "Компонентный состав глобальной компетенции, формирующий основу культурно-специфической методики обучения китайскому языку". Вестник Вятского государственного университета, № 1(147) (7 серпня 2023): 90–98. http://dx.doi.org/10.25730/vsu.7606.23.009.

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Methodological problems of teaching Chinese in Russia are considered from the perspective of additional education. The urgency of developing a culturally specific methodology for teaching Chinese is explained by the desire of the Shentan courses in St. Petersburg to increase their competitiveness and attract more students in a difficult geopolitical situation. The article provides a theoretical analysis of the component composition of global competence, which is formed when learning Chinese by Russian-speaking students, the main aspects of which are awareness of cultural diversity and intercul

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Mulina, M. P. "Concept «soul» in the language picture of the pupils' world." Язык и текст 4, no. 2 (2017): 40–44. http://dx.doi.org/10.17759/langt.2017040205.

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The article deals with the concept of «soul» from the methodological point of view: the effectiveness of its analysis at the Russian language lessons for the formation of linguistic, communicative and cultural competences in fifth class while studying the topic «Phraseologisms». The author shows that the complex analysis of the concept «soul» forms systemic thinking among pupils effectively and also teaches them to use the communicative and aesthetic means of the Russian language. The author emphasized that attention to the fact that it is important to explain to pupils the «mysterious Russian

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Budarina, Anna O., Galina A. Guschina, and Elena A. Torpakova. "Formation of historical commenting competence in students – future teachers of the Russian language and literature." Perspectives of Science and Education 52, no. 4 (2021): 160–74. http://dx.doi.org/10.32744/pse.2021.4.11.

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Introduction. The relevance of the research lies in the fact that historical commenting on linguistic phenomena is an important means of solving the problems of training language teachers, since it allows explaining modern linguistic facts, concepts, patterns by establishing their diachronic properties. The purpose of the study is to test a model of the formation of historical commenting competence in students – future teachers of the Russian language and literature. Materials and methods. The study was conducted from January to December 2020 at the Immanuel Kant Baltic Federal University. The

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Medvedeva, Natalya V. "Communicative Behaviour Stereotypes of the Future Teacher of the Russian Language - Bilingual in the Context of Pedagogical Discourse." Polylinguality and Transcultural Practices 20, no. 1 (2022): 188–96. http://dx.doi.org/10.22363/2618-897x-2023-20-1-188-196.

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

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Khasanova, R. I. "On the development of linguistic and cultural competence in a Chinese audience (based on media texts)." Philology and Culture, no. 1 (April 7, 2024): 178–84. http://dx.doi.org/10.26907/2782-4756-2024-75-1-178-184.

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This scientific article examines the concepts of “media-text” and “linguistic and cultural competence”, analyzes various definitions of these concepts in the works of researchers in the Russian Federation and describes the features of working with media texts in classes of Russian as a foreign language.The article emphasizes the importance of including media texts in the educational process for the effective presentation and control of the acquisition of linguistic and cultural information, the development of productive and receptive types of speech activity in Chinese students, in particular,

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Titova, S. V., and I. V. Kharlamenko. "Training of staff for the use of artificial intelligence in foreign language teaching." Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication 28, no. 1, 2025 (2025): 66–84. https://doi.org/10.55959/msu-2074-1588-19-28-1-5.

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The article addresses the issue of developing foreign language teachers in the field of artificial intelligence integration. Artificial intelligence is part of the IT tradition and has significant potential to change the educational process, for example doing routine activities or giving feedback to students. Artificial intelligence technologies such as speech and text generation, machine translation, linguistic corpora, etc. are used in foreign language teaching. However, some studies show that only a small part of teachers are ready and willing to use artificial intelligence in their teachin

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Gimranova, T., and E. Kolosova. "Developing international students’ professional communicative competence (based on the experience of working with students majoring in linguistics)." Philology and Culture, no. 3 (October 23, 2024): 305–13. http://dx.doi.org/10.26907/2782-4756-2024-77-3-305-313.

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This article analyzes both typical difficulties that the majority of international students encounter while mastering the academic style, and specific problems, caused by the differences between Russian and international students’ languages, mindsets and national cultural characteristics, and discovered in the process of working with Chinese students. The researchers’ vast experience, gained while teaching Chinese students both in Russia and China, allows them to identify the errors of students mastering the academic style, specify these errors, formulate and summarize problems in this field a

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Mirchevska-Bosheva, Bilyana, and Natalia V. Medvedeva. "Pedagogical discourse of a bilingual - future teacher of the Russian language." Russian Language Studies 20, no. 3 (2022): 344–59. http://dx.doi.org/10.22363/2618-8163-2022-20-3-344-359.

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Learning of the Russian pedagogical discourse of a bilingual person plays a great role in science, because this discourse is based on ethno-cultural/bilingual consciousness, cognitive processes, speech activity and communicative behavior peculiarities. The relevance of the study is determined by the need to analyze pedagogical discourse of a bilingual Komi-Permyak bachelor in the process of training for the profession of a Russian language teacher. The aim of the research is to build a model of communicative-verbal act of a bilingual in different educational environments: monolingual (Russian-

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Кипнес, Людмила, та Елена Непоклонова. "Формирование поликультурной образовательной среды как средства интенсификации обучения русскому языку как иностранному". Zeszyty Naukowe Uniwersytetu Rzeszowskiego. Seria Filologiczna. Glottodydaktyka 12 (2021): 82–97. http://dx.doi.org/10.15584/znurglotto.2021.12.8.

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The article discusses ways of forming a multicultural educational environment as an actual means of effective teaching of Russian as a foreign language. Methodological issues are considered in close interaction with the issues of the relationship between science and culture at the present stage, special attention is paid to the decisive role of methodological reflection in the competence model of a modern researcher and how to form it in the process of teaching research skills at the stages of school and university learning using the example of teaching the Russian language as to foreign. Part

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Sorokoumova, Svetlana N., Tatyana A. Samoshkina, Galina I. Aksenova, and Irina S. Ganishina. "Methodological capabilities of multimedia platforms in foreign language teaching of cadets." Yazyk i kul'tura, no. 66 (2024): 282–91. https://doi.org/10.17223/19996195/66/15.

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The methodological possibilities of multimedia platforms in teaching a foreign language to cadets of a departmental educational organization are described. The advantages of using multimedia platforms in the course of organizing foreign language tutorials for cadets are considered, namely: the increase in learning motivation of cadets; communicative competence development; the expand of knowledge in the field of professional communication, culture and history of foreign countries; contribution to a qualitatively new level of organization of interaction between the teacher and cadets. It is not

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Yusupova, Zulfiya F. "Research of Problems of Teaching Russian and English to Bilingual Students." ARPHA Proceedings 3 (November 25, 2020): 2847–54. https://doi.org/10.3897/ap.2.e2847.

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The relevance of this research is due to the fact that the modern system of Russian teacher education sets the task of training competent and professionally trained teachers, including teachers of Russian and English languages. In this regard, this article is aimed at investigating the difficulties of teaching bilingual students two languages simultaneously: Russian and English in the framework of the training profile: Teacher education with two training profiles: Russian language and foreign (English) language, development of methodological recommendations for overcoming difficulties encounte

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Medvedeva, N. "Professional Discourse Basic Concepts of the Future Teacher of the Russian Language — Bilingual in Bicultural Environment." Scientific Research and Development. Modern Communication Studies 9, no. 6 (2020): 47–52. http://dx.doi.org/10.12737/2587-9103-2020-47-52.

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Basic concepts of professional pedagogical discourse: ‘linguistic personality’, ‘bilingual personality’, ‘communicative behavior’ are defined in the article; they are examined as preparation of a teacher for teaching the Russian language in bicultural national-Russian environment. Peculiarities of Komi-Permyak bilingual students - future teachers of the Russian language, who are representatives of two cultures and speakers of two languages - Komi-Permyak and Russian, are revealed in the article. The relevance of the research is determined by the fact that the study of bilingual personality of

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Ермоленкина, Лариса Ивановна, та Татьяна Сергеевна Коломейцева. "Фреймовый анализ метафоры в практике обучения русскому языку как иностранному". Tomsk state pedagogical university bulletin, № 3(239) (29 травня 2025): 126–33. https://doi.org/10.23951/1609-624x-2025-3-126-133.

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Миромоделирующий потенциал метафоры становится сегодня предметом пристального внимания методистов, преподавателей русского языка как иностранного. Метафора как лингвокогнитивный феномен способна продемонстрировать как процесс формирования переносного значения, так и его результат – оценочно окрашенный фрагмент языковой картины мира или его индивидуально-авторской версии, проявленный в художественном тексте. Эти аспекты, отражающие сам механизм образования и функционирования метафоры, могут стать основой для лексической и текстовой работы на занятиях по русскому языку как иностранному. В статье

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Gats, Iren Yu. "Interpretation of a Creolized Text as a Construction Technique of Pedagogical Reality." Proceedings of Southern Federal University. Philology 2020, no. 4 (2020): 203–14. http://dx.doi.org/10.18522/1995-0640-2020-4-203-214.

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The article content reflects the product of a scientific and methodological search in updating the forms and means of training a Russian language teacher. The purpose of experimental research is to define the limits of applicability of creolized texts in the professional training of a student of Philology. The article highlights the aspects of using creolized texts in classes as the method of teaching the Russian language. The significance of the research results lies in the development of linguodidactic theory as a component of the strategy of linguistic education of schoolchildren in the mod

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Evtugova, N. N., and E. V. Novikova. "The Image of a teacher in the German and Russian employment discourses (based on job advertisements)." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2024): 74–85. http://dx.doi.org/10.29025/2079-6021-2024-1-74-85.

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This article is devoted to a comparative analysis of the representation of the image of a foreign language teacher in the employment discourse in two linguistic cultures. The relevance of the research topic is due to transformations in the educational sphere, the trend towards increasing the importance and prestige of the teaching profession in the Russian society, as well as the need for competent training in intercultural communication skills in the modern world. The purpose of this article is to identify the content components of the teacher’s image and the features of their representation

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Erokhina, E. L., та O. Yu Knyazeva. "On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»". Russian language at school 81, № 2 (2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-2-7-12.

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This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the

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Koval, Valentyna, and Tetiana Hryhorenko. "MODERN APPROACHES TO THE PROFESSIONAL DEVELOPMENT OF PHILOLOGY TEACHERS’ METHODOLOGICAL COMPETENCE: THEORETICAL ASPECT." Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach 16 (June 2023): 75–82. http://dx.doi.org/10.54264/0063.

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The article reveals the main concept - methodical competence of Ukrainian language teachers of the secondary educational establishment - as the most important component of the professional competency of the language teacher. The dependence of the development of professional competency on the efficient and system activity of language teachers in the subject methodical and scientific-methodical types of activity has been defined. Besides, the development of Ukrainian language philology teachers’ methodical competency has been presented. This competency is connected with a rational combination of

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Deikina, A. D., and V. D. Yanchenko. "Methodological legacy of Professor M.T. Baranov (to the 100th anniversary of the birth)." Russian language at school 85, no. 2 (2024): 40–49. http://dx.doi.org/10.30515/0131-6141-2024-85-2-40-49.

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The article focuses on a crucial issue, namely it aims to analyse the scientific and pedagogical activity of M.T. Baranov (1924–1999), an outstanding Russian scientist, teacher, methodologist-Russianist, who popularised the science of language and created the methodological school of thought "Linguistic worldview formation". From a modern linguodidactic perspective, the study presents his scientific heritage analysis and considers the most significant works on Russian language teaching. Moreover, the paper outlines the main methodological ideas of M.T. Baranov and highlights the content of som

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Drobotenko, Yulia B., and Natalia A. Nazarova. "Assessing universal competencies of students of non-linguistic specialties." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (2021): 85–102. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.6.

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The rapidly developing labor reality requires a modern specialist to be ready for rapid adaptation in the professional space, mobility within the labor market and constant self-improvement. The training of such specialists at the university aims at the formation of both highly professional and flexible (universal) competencies that provide the ability to think systematically, critically assess problem situations and search for a variety of resources for solving professional problems. Universal competencies are represented by eight groups which suppose that University training in its basic part

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Ageeva, Yu V., and V. S. Gmyzina. "The animate/inanimate category in teaching Russian as a foreign language: The results of experimental work." Philology and Culture, no. 4 (December 28, 2024): 356–62. https://doi.org/10.26907/2782-4756-2024-78-4-356-362.

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The article presents the results of the development and implementation of a methodological system of tasks aimed to develop grammatical competence of international students on the basis of the animate/inanimate category, which is a unique linguistic phenomenon ‘built’ on the opposition of ‘the animate’ to ‘the inanimate’. The study of this grammatical category in the linguodidactic aspect has a great potential due to the specifics of the category under consideration, as it requires not only the knowledge of grammatical rules, but also the ability to evaluate the semantic characteristics of nou

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Tomme-Jukēvica, Ingēra. "The acquisition of the Latvian language as the Second language at preschool age in theory and practice." Journal of Education Culture and Society 5, no. 1 (2020): 334–44. http://dx.doi.org/10.15503/jecs20141.334.344.

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In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic han

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