Relevant bibliographies by topics / Russian language classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Russian language classroom'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Russian language classroom"

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Isakovna, Usmonova Manzura. "Methods Of Teaching Russian As A Non-Native Language." American Journal of Applied Sciences 03, no. 03 (March 31, 2021): 104–9. http://dx.doi.org/10.37547/tajas/volume03issue03-16.

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The teaching method is one of the basic categories of teaching methods. In the general didactic sense, the concept of a method includes the methods of interrelated activities of the teacher and students, aimed at achieving the goals of education, upbringing and development of students. In this understanding, the methods can be universal, applicable to teaching different disciplines, although they have their specific embodiment in each discipline. For a language teacher, methods are important as sources of knowledge, skills and abilities formation. These methods include: working with a text, a book, a teacher's story, conversation, excursion, exercises, the use of visualization in teaching. Depending on the independence of educational actions performed by students, active and passive methods are distinguished; by the nature of the work of students - oral and written, individual and collective, classroom (classroom) and home.
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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (December 24, 2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.20-25.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.
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Rafailevna, Galiulina Ilvira, and Byiyk Iana Arturovna. "Material systemization in russian as foreign language teaching." Laplage em Revista 6, Extra-B (December 24, 2020): 25–30. http://dx.doi.org/10.24115/s2446-622020206extra-b586p.25-30.

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This study is devoted to the methodology of teaching Russian grammar based on teaching aids in Russian and foreign universities. The purpose of the study is to identify the features of modeling educational information in the classroom on grammar using visual teaching aids (training table). The paper describes the methodological foundations of modeling as a process of visualization of educational information, describes the specific features of sign-symbolic modeling in the classroom of Russian as a foreign language. It is concluded that it is necessary to rethink the traditional approach to modulating learning tables in the Russian language as an auxiliary means of teaching and the possibility of modeling tables in grammar as a means of presenting educational information in the classroom in Russian as a foreign language. The analysis of visual teaching aids presented in textbooks on Russian as a foreign language is carried out.
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Chicherina, Natalia V., Feng Liu, and Oksana Yu Obraztsova. "Classroom Management in EFL Classes: Perception in China and Russia." Integration of Education 24, no. 2 (June 30, 2020): 185–205. http://dx.doi.org/10.15507/1991-9468.099.024.202002.185-205.

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Introduction. Classroom management has been one of the most vital fields of study of language teaching. It deals with establishing and maintaining a safe and positive learning environment, which is an essential condition for effective teaching. The rapid growth of the internationalization of education calls for comparing classroom management across countries. However, the comparative study of this aspect Chinese and Russian has long been delayed. The aim of this study is to examine the perception of classroom management in China and Russia regarding teaching English as a Foreign Language. Materials and Methods. In this research classroom management is defined by three fundamental aspects: instructional management in a traditional and online setting; behavioral management through discipline and timing; and behavioral management through communication and teacher-student relationships. A 5-point Likert scale questionnaire was implemented at both Chinese and Russian universities, three quartiles and Mann–Whitney U test were applied to the interval data. Results. By cross-culturally analyzing similarities and differences in perception of questionnaire items, it is found that generally, the perception of classroom management between Chinese and Russian respondents has more similarities than the distinctions. The authors also gave several practical recommendations to teaching staff for more adequate classroom management in China and Russia. Discussion and Conclusion. Understanding differences in perception of Chinese and Russian respondents at universities are helpful for teaching staff and students to understand each other’s expectation, as well as stimulating new or modified strategies of classroom management. Potential areas of further research can cover the causes of differences and similarities in perception and practices of classroom management across Chinese and Russian culture.
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Protassova, Ekaterina. "Pluricentrity, Multilingualism and Heterogeneity of the Learners’ Groups." International Journal of Multilingual Education X, no. 1 (June 29, 2021): 25–46. http://dx.doi.org/10.22333/ijme.2021.17002.

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Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.
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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (March 17, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in classroom language learning. Materials and Methods: the experiment uses three production tasks: written production, oral production and pronunciation task. The written assignment asks the participants to translate sentences from Russian into English. The target sentence contains the existential there are that does not exist in Russian. The way the participants structure the target sentence in English allows for conclusion about possible influences of the first foreign language on the development of their L3- English. In the oral production task, the participants are prompted to produce negative sentences. The influences from previously learnt languages is traced through the placement of the negation not. In the pronunciation task Praat was used to measure the duration and the formant frequency of the nasal [N] in English. Differences in sound quality trace back to the influences from the previously learnt languages. The data were analyzed with one-way ANOVA for between and within group differences. Results: in the written task, the participants who studied German as their first foreign language prefer verb final placement in the subordinate, which is ungrammatical in English but grammatical in German. The L2-French group put the verb in the right place, but they do not use the existential there are, which required in English. In the oral task, the placement of negation is Russian-like in both groups. In pronunciation, the quality of English [N] is influenced by the amount of nasality the participants learnt before, i.e. French influences make the English [N] more nasalized than the [N] in the group with German as the first foreign language. Discussion and Conclusion: classroom learners of English as the L3 experience influences from all the previously learnt languages, the native language and the first foreign language. These findings pattern with the assumptions of the main generative theories of naturalistic L3 acquisition. Concluding that classroom language learning is governed by universal grammar, the teaching can benefit from predicting what cross-linguistic influences can be facilitative or not for the acquisition of the target language.
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Stadler, Wolfgang. "Teaching and Testing Sociopragmatics in the Russian Language Classroom." ATHENS JOURNAL OF PHILOLOGY 2, no. 3 (August 31, 2015): 149–62. http://dx.doi.org/10.30958/ajp.2-3-1.

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Dmitrieva, Olga, Allard Jongman, and Joan A. Sereno. "The Effect of Instructed Second Language Learning on the Acoustic Properties of First Language Speech." Languages 5, no. 4 (October 26, 2020): 44. http://dx.doi.org/10.3390/languages5040044.

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This paper reports on a comprehensive phonetic study of American classroom learners of Russian, investigating the influence of the second language (L2) on the first language (L1). Russian and English productions of 20 learners were compared to 18 English monolingual controls focusing on the acoustics of word-initial and word-final voicing. The results demonstrate that learners’ Russian was acoustically different from their English, with shorter voice onset times (VOTs) in [−voice] stops, longer prevoicing in [+voice] stops, more [−voice] stops with short lag VOTs and more [+voice] stops with prevoicing, indicating a degree of successful L2 pronunciation learning. Crucially, learners also demonstrated an L1 phonetic change compared to monolingual English speakers. Specifically, the VOT of learners’ initial English voiceless stops was shortened, indicating assimilation with Russian, while the frequency of prevoicing in learners’ English was decreased, indicating dissimilation with Russian. Word-final, the duration of preceding vowels, stop closures, frication, and voicing during consonantal constriction all demonstrated drift towards Russian norms of word-final voicing neutralization. The study confirms that L2-driven phonetic changes in L1 are possible even in L1-immersed classroom language learners, challenging the role of reduced L1 use and highlighting the plasticity of the L1 phonetic system.
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Jabborova, Dilbar. "Formation of students’ creativity in the classroom of the Russian language." Linguistics and Culture Review 5, S1 (August 22, 2021): 467–77. http://dx.doi.org/10.21744/lingcure.v5ns1.1432.

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This article discusses the formation of students’ creativity in a Russian language lesson in detail. Russian language teaching is carried out not only in literature classes, but also in any educational topic and outside the classroom, in free communication with students; live Russian is becoming a universal of school life. The basis for the formation of civic and cultural identity is the Russian language. Teaching is a complex, multi-component mobile system that is rebuilt depending on who needs to be taught what, for what. This is a system that requires the synthesis of all theoretical knowledge, the ability to analyze, and model the situation of communication in pedagogical practice.
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Sokolova, Galina E. "Teaching the culture of speech to foreign students on the basis of texts about the aesthetics of the Russian language." Tambov University Review. Series: Humanities, no. 194 (2021): 125–33. http://dx.doi.org/10.20310/1810-0201-2021-26-194-125-133.

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The subject of the research is the analysis of the study by foreign students of texts about the aesthetics of the Russian language in the classroom for the development of oral and written speech. The purpose of using such texts is the development of the culture of speech of foreign students, the development of their aesthetic speech ideal, communication skills, interests, feelings, emotions. In the process of such work, foreign students get acquainted with the Russian language worldview, they have a desire to study the Russian language more seriously and deeper, learning its wealth, beauty and grace. The methodic principles of working with these types of texts are de-scribed, a detailed analysis of the pre-text, text and post-text analysis of the text by K.G. Paustovsky in the classroom with foreign students with a level of Russian language proficiency B1-B2. The relevance of working with texts on the aesthetics of the Russian language and speech in the classroom on Russian as a foreign language is substantiated, since it contributes to the develop-ment of language knowledge, skills and abilities of students, forms their cultural competence, artistic thinking, the desire to speak Russian, relying on aesthetic samples from the studied texts. The research results can be used in practical classes with foreign students in the process of teaching the following training courses: “Development of oral and written speech”, “Russian literature”, “Practice of speech communication”, “Corrective vocabulary course”, “Speech etiquette”, “Russian culture”, etc.
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Dissertations / Theses on the topic "Russian language classroom"

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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.

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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.
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White, Alicia Kate. "Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940.

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Blech, Annalise Serene. "Teaching texts today: twentieth century Russian literature in the language classroom." Thesis, 2007. http://hdl.handle.net/2152/3233.

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This dissertation examines the methodology behind using literature to teach Russian as a foreign language to intermediate level students. Due to the unpredictable trends in Russian student enrollment throughout the twentieth century, the development of a method to match student needs and encourage retention will benefit the field of Russian studies. To this end, this dissertation explores some of the past research regarding the role of the reading skill in foreign language classes. In addition, an examination of previous use of literature as a teaching tool in foreign language classrooms prompted development of possible materials for the Russian language. Based on the investigation of this research, current Russian language textbooks were analyzed in light of their inclusion of literary texts and overall methodological tenor. Following the textbook evaluations, a suggested methodology is elaborated for a textbook that integrates literary texts from the twentieth and twenty-first centuries with exercises for Russian language development. Samples of proposed teaching materials and a proposed table of contents for a textbook of applied literature are presented. The proposed materials focus on twelve literary texts of five hundred words or less, chosen from among twentieth and twenty-first century works of Russian prose. The twelve texts span the length of the twentieth century with one text representing each decade and two for the first decade of the twenty-first century. Different Russian authors, some of whom intermediate students may recognize but most of whom will be unfamiliar, represent each decade. Several sample materials were then tested for their feasibility in a second-year, second-semester Russian language course. Student volunteers were solicited to comment on and work with the test materials, determining a baseline for the practicality and necessity of the materials. Suggestions for future research recognize the importance of expanding the study beyond a limited scope. Finally, the place of applied literature is examined in light of current global tendencies and academic developments.
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Greene, Carole. "Conversation Analysis: a study of institutional interaction and gender in a Russian classroom." Phd thesis, 2009. http://hdl.handle.net/10048/393.

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This dissertation analysed the interactions between instructors and students in a language classroom in Russia. Using video-recorded data, instructor interviews, and student assessments from English classes at a private language school for children in the Urals region of Russia, a Conversation Analytic [CA] framework was employed to determine: how the talk (specifically turn-taking, adjacency pairs, and repairs) was sequentially organised; if and how the institutional setting constrained the talk; and if previously determined 'universal' structures of talk applied to this Russian academic discourse. This research also tested the hypotheses that the 'universal' structures of talk would apply regardless of gender, but would be used differently by the boys and girls, and by the instructors interacting with them. The relevance of the participants' institutional identities or gender to the interaction was also examined. The analysis showed that the participants did orient to their institutional identities of instructor or student, and the institutional setting did constrain the organisation of talk. The instructors' responses to the interviews and 'student assessment' questionnaires showed that they generally had positive attitudes toward girls and mixed attitudes toward boys. While the underlying sequences, the universal 'rules' of interaction, applied to interactions with both boys and girls, how (and how frequently) the sequences were used did vary by gender (i.e., typically 'male' and 'female' speech styles). Also, some of the organisation of talk showed that the instructors did orient to the students' genders in the classroom. This research is significant as the first CA study of the sequential organisation of talk in an institutional setting in Russia. In general, this research contributes to the CA findings on the organisation of talk in different languages, cultures, and settings; specifically, it provides the first point of comparison of Russian classroom interactions, from a CA perspective, with the large corpus of data already collected in classrooms in the Western tradition of education. Finally, this research is significant as it provides a thorough microanalysis of the relativity of gender-specific verbal behaviour; the analysis also shows how the instructors behave verbally, and in this way produce gender-specific communication styles.
Slavic Linguistics
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Books on the topic "Russian language classroom"

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Nefedov, Igor', Andrey Panteleev, and Anna Shi. We speak Russian. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02101-9.

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The textbook is intended for teachers of Russian as a foreign language working in a Chinese classroom. The purpose of the textbook is to offer the teachers of the RCT a unique set of phonetic, grammatical and lexical exercises and games to replenish vocabulary, improve the skills of correct pronunciation of sounds and assimilation of Russian grammar, taking into account the specifics of the Chinese language. The manual is composed of phonetic, grammatical and lexical games and exercises of varying complexity, aimed at the formation of communicative and linguistic competencies, as well as at repetition and deeper assimilation of language material studied in the framework of the basic courses of Russian as a foreign language. The textbook can be used as an additional source of exercises and games for teaching Chinese students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes as part of a correction course of phonetics, extracurricular work in a game format, as well as in the process of independent in-depth study of the Russian language
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Kallisratidis, Evgeniya, Svetlana Korostova, Igor' Nefedov, Andrey Panteleev, Anna Tretyakova, and Olga Frolova. M-learning in project activities when teaching Russian as a foreign language. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02051-7.

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The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.
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Lunde, Ingunn, and Martin Paulsen, eds. From Poets to Padonki: Linguistic Authority and Norm Negotiation in Modern Russian Culture. Dept. of Foreign Languages, University of Bergen, 2009. http://dx.doi.org/10.15845/sb.8.7.

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Norms are essential to the human condition. Whether in the guise of tradition, culture, canon or rules, norms are therefore central to studies in the humanities. This book focuses on Russian language culture of the post-revolutionary and post-Soviet periods, times when norms — linguistic and otherwise — have been eagerly debated, challenged, broken and redefined. Exploring the intersections between linguistic authority and creative response, an international team of scholars examines different realms of linguistic practice (literary fiction, internet slang, literary criticism and aesthetics, writers’ blogs, linguistic play) and various arenas for “talk about talk” (the classroom, blogs, the media, or the courtroom). By combining various approaches and disciplines — linguistics, literary criticism, new media studies — the book as a whole explores the multiplicity of meanings that are accorded to the notion of linguistic norms in the Russian community. The result is both a broad and a detailed picture of important trends in modern Russian language culture.
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Barnwell, Katharine. Bible Translation: An Introductory Course in Translation Principles. SIL International, 2020. http://dx.doi.org/10.54395/k8vp-t5wd.

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Bible Translation: An Introductory Course in Translation Principles continues to provide crucial, practical training for those preparing to translate the Bible or contribute to Bible translation in other ways. The fourth edition of this classic textbook is a leading voice in addressing the following developments in the Bible translation world: The priority of oral communication and its value in drafting, testing, and polishing draft translations. The availability of software and online resources specifically designed for Bible translation; exercises and assignments include practice in the use of these resources. The increase in Old Testament translation projects worldwide; more examples and exercises from the Old Testament are included. The value of partnership and teamwork in translation projects, recognizing the different gifts, skills, and roles of those involved, helping each team member to serve effectively as a member of a team. The involvement of local churches and community in the translation process; planning for local responsibility, ownership and sustainability as fully as possible in each translation project. The importance of ongoing training for translators, including training translators to train others and preparing capable translators to serve as translation consultants in due time. The materials are designed for the classroom but are also suitable for self-study, for example, by those who are already qualified in biblical languages and exegetical skills and are training as translation consultants. A companion Teacher’s Manual is also available. Documents, references, and links to videos and other published works can be found online at: publications.sil.org/bibletranslation_additionalmaterials. Bible Translation: An Introductory Course in Translation Principles has previously been translated in whole or in part into French, Hindi, Indonesian, Kannada, Malagasy, Malayalam, Marathi, Oriya, Portuguese, Russian, Slovak, Spanish, Swahili, Tamil, and Telugu. For information on translation or republishing, contact: publications.sil.org/about/contact.
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Book chapters on the topic "Russian language classroom"

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Esser, Katie. "Task-based vlogs in an elementary Russian classroom." In Task-Based Instruction for Teaching Russian as a Foreign Language, 65–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-5.

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Horii, Sachiko Yokoi. "Material Mediation in L2 Writing Activities in a College Russian as a Foreign Language Classroom in Japan." In Educational Linguistics, 171–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98116-7_10.

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Martelle, Wendy Whitehead, and Svetlana V. Nuss. "TBLT in Russian classrooms." In Task-Based Instruction for Teaching Russian as a Foreign Language, 206–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-13.

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Cowin, Jasmin B., and Dana S. Saulembekova. "Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia." In Multimodality, Digitalization and Cognitivity in Communication and Pedagogy, 87–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84071-6_6.

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Laskova, Vesselina. "Virtual Tourism as Part of the Russian Language Classroom." In Jezik in turizem, Language and Tourism, Sprache und Tourismus, 109–30. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-549-8.6.

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This paper suggests that tourist web resources could successfully become part of the L2 class-room with the effect of reinforcing the students’ motivation and adding to their knowledge of the places in which the foreign language is spoken. We aim to show that such resources could be particularly useful if combined with a recently developed teaching methodology relying mainly on oral translation being principally based on work with texts. We suggest that a lecture would become far more exciting if presented in the form of a virtual tour. Such an experience offers not only the possibility to enjoy a virtual visit to new places, but also to learn a lot about them, while learning a foreign language at the same time.
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Moore, Ekaterina. "Affective Stance and Socialization to Orthodox Christian Values in a Russian Heritage Language Classroom." In Language Socialization in Classrooms, 71–90. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781316946237.005.

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King, Terry. "The "Onstream" Project: Collaboration between Higher Education Teachers of Russian and Teachers of Russian in Mainstream and Supplementary Schools." In Case Studies of Openness in the Language Classroom, 110–20. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000114.

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Koreneva, Anastasiia Viacheslavovna, Oksana Viktorovna Savateeva, and Anastasiia Pavlovna Salishcheva. "USING INTEGRATED LEARNING TECHNOLOGY IN RUSSIAN LANGUAGE CLASSES." In Pedagogy and Psychology of Modern Education. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104030.

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The chapter discusses the specifics of integrated Russian language teaching. The possibilities of its integration with other school subjects are characterized. Based on the analysis of textbooks and questionnaires of teachers of literature, it is determined to what extent the technology of integrated teaching of the Russian language is implemented in the classroom. The system of integrated tasks in the Russian language is presented. It is proved that in the process of integrated teaching of the Russian language, students' knowledge becomes systemic, skills become generalized, complex. The quality of learning of the material both in the Russian language and in those school subjects with which its integration is carried out increases.
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Bacher, Sonja. "The use of digital media in the Russian language classroom: an empirical study conducted in Austria, South Tyrol, and Germany." In CALL and complexity – short papers from EUROCALL 2019, 26–32. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.981.

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This work-in-progress study focuses on the implementation of digital media into the Russian language classroom at secondary schools in the German-speaking countries of Austria, Germany, and the trilingual region South Tyrol. The data were collected in a mixed-methods procedure: quantitative data from online-questionnaires and qualitative data from face-to-face, semi-structured interviews with teachers and learners of Russian. The data from the online-surveys were analysed with descriptive statistics and that of the interviews with qualitative content analysis. The results from the online-surveys illustrate the kinds of digital devices that are employed, the frequency of their use, and the purposes digital media are intended to fulfil in the Russian language classroom. Another finding concerns the teachers’ digital literacy, suggesting that only half of the Russian teachers can create online language learning tasks. The paper closes with implications for pre- and in-service teacher education and future research.
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Petrova, Lilliia Gennadiena, Natalia Nikolaevna Shevchenko, and Anna Vladimirovna Elfimova. "Features of Teaching Grammatical Material to Foreign Students Taking into Account the Characteristics of the Intermediary Language (Using the Example of Verbs with the Semantics of Reflexivity)." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 152–59. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102616.

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The chapter examines the category of verbs with reflexive meaning, draws analogies with similar verbs in some foreign languages, raises the problem of using an intermediary language when presenting grammatical material to foreign students, provides a comparative characteristic of verbal units with reflexive meaning in English and Russian, justifies the expediency of teaching foreign English-speaking students reflexive verbs of the Russian language on the basis of comparative analysis. As a result of the study, the authors conclude that the systematic analysis of didactic materials, submitted on the basis of comparison and comparison of reflexive verbal units with their correspondences or analogues in other languages, helps to create the necessary algorithms for task complexes aimed at teaching foreigners grammar of Russian as a foreign language not only in the classroom under the guidance of a teacher, but also with online learning on various educational platforms, both in remote mode and in the mode of independent work.
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Conference papers on the topic "Russian language classroom"

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Maklakova, Natalia, Elena Besedina, Olga Kalimullina, and Ivan Maklakov. "ENGLISH-LANGUAGE TEXTBOOKS IN THE RUSSIAN EFL CLASSROOM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1085.

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Kamshuk, Sofia Sergeevna. "Fiction text in the classroom in Russian as a foreign language (advanced stage of study)." In International Scientific and Practical Conference, chair Anna Anatolyevna Nemyka. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-554405.

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The article discusses the method of working with a literary text in a foreign language audience on the example of the story of L.S. Petrushevskaya "Mania of the Rose". A presentation of unknown vocabulary with the use of various types of commenting, a system of tasks and exercises when working with this text in the lesson of Russian as a foreign language (RFL) for students with a B1 level is presented. The article is addressed to teachers of RFL and foreign students.
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KHASANOV, N. B. "Ways to diagnose innovative learning in the classroom for a practical course Russian language." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-40.

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Вардзелашвили, Жанетта. "A FLIPPED CLASSROOM AS AN INNOVATION IN THE RUSSIAN AS A FOREIGN LANGUAGE METHODOLOGY." In CROSS-CULTURAL↔INTRA-CULTURAL COMMUNICATION: THEORY AND PRACTICE OF TRAINING AND TRANSLATING. Baskir State University, 2021. http://dx.doi.org/10.33184/miktipoip-2021-12-02.10.

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5

Grominová, Andrea. "WORK WITH METAREALISM/NEO-BAROQUE POETIC TEXTS IN THE RUSSIAN AS A FOREIGN LANGUAGE CLASSROOM." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-24.

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Based on key aspects of the analysis and interpretation of the poem Rural Cemetery (???????? ????????) by one of the main representatives of metarealism Alexei Parshchikov, the concept of Literary-interpretive seminar for university students of Russian as a foreign language will be outlined. Decoding of individual metaphors and metabols can lead to increased interest of students in historical, social, cultural and technical topics as well as the expansion of knowledge in various areas of life.
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Al-Kaisi, Alisa, Olga Rudenko-Morgun, and Alla Akhangelskaya. "CREATING THE MOST EFFECTIVE TOOLS TO FLIP YOUR FOREIGN LANGUAGE CLASSROOM (TEACHING EXPERIENCE IN RUSSIAN AS A FOREIGN LANGUAGE)." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0684.

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7

Grominová, Andrea. "Может ли стать метареалистский текст привлекательным для студентов вуза?" In Пражская Русистика 2020 – Prague Russian Studies 2020. Charles University, Faculty of Education, 2020. http://dx.doi.org/10.14712/9788076032088.6.

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The poetry of metarealism is considered the poetry of the complexity of perception, interpretation, understanding, not only for students, but also for the researchers and literary critics themselves. The rich use of metametaphors, or the metabol, and their sequential accumulation makes it difficult to decode individual images and the meaning of the whole poem. Poetic texts of this kind, in addition, require their readers to have a general outlook on knowledge of history, culture, literature, technology, etc. Deciphering the meaning often resembles solving crosswords. To motivate university students studying Russian as a foreign language to read and understand the poetry of metarealism, one needs to arouse interest among them. Therefore, the purpose of this paper is to show the diverse use of information technology in the classroom on Russian literature, and more specifically in seminars on modern Russian literature to draw attention to metarealist poetry.
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Haixia, Li. "ТЕОРИЯ И ПРАКТИКА ПРЕПОДАВАНИЯ КИТАЙСКОГО ЯЗЫКА В РОССИИ (НА ПРИМЕРЕ ПРЕПОДАВАНИЯ КИТАЙСКОГО ЯЗЫКА В СЕВЕРО-ВОСТОЧНОМ ГОСУДАРСТВЕННОМ УНИВЕРСИТЕТЕ)." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.5.

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In this article, the author considers various aspects of teaching Chinese in Russia, and also specifies some factors that affect the successful mastery of the Chinese language, in particular, learning in a natural language environment as a part of student exchange programs, during which students study language material in class with native speaker and have the opportunity of extensive language practice outside the school. In addition, the author notes the importance of the sociocultural component in learning - familiarity with the traditions and holidays of China, thereby increasing students' interest in the culture of the country of the language being studied. The article also notes the difficulties that both students and the teacher encounter in the classroom at North-Eastern State University, caused by the fact that in the same group are both students who have undergone language training in China and those who have not yet had a chance to study there. This is manifested in different levels of language proficiency by students, primarily in the level of their oral speech skills. This situation affects the group's learning speed and requires the teacher, in turn, to have a differentiated approach to conducting classes. The author suggests maximizing the practice of students using the Chinese language - conducting classes in the language they are studying, stimulating them to communicate only in Chinese within the class, and also, if possible, beyond. The basis of this practice is proposed to put thematic-situational training, for example, within the framework of the topic “Shopping”, interactively consider situations “in a clothing store”, “in a mobile phone store”, etc. At the same time, the author notes that the same situations proposed in the educational literature are perceived differently by native speakers and students, since they are filled with realities characteristic of China and different from the usual realities of Russia. To familiarize students with similar sociocultural content, it is proposed to use multimedia teaching aids - video and graphic presentations.
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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