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Meskill, Carla, and Natasha Anthony. "Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners." Heritage Language Journal Volume 6, no. 6.1 (Spring, 2008) (May 30, 2008): 1–22. http://dx.doi.org/10.46538/hlj.6.1.1.
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The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a ‘school educated’ learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners.
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Cusen, Gabriela. "In Between Languages Narrative Research into Learners’ Language “Space”." Acta Universitatis Sapientiae, Philologica 11, no. 2 (December 1, 2019): 119–31. http://dx.doi.org/10.2478/ausp-2019-0016.
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AbstractNarrative has been one of the major concerns in social science research ever since the mid-twentieth century, and the area of second language acquisition (SLA) is no exception. Researchers have turned to the investigation of learner-produced narratives to extend the understanding of many key concepts in SLA theory. This type of research approach takes language learning beyond the acquisition/assimilation of linguistic structures and is meant to focus on learners as social selves actively involved in the construction of a linguistic identity. In this paper, I investigate how learners of English as a foreign language, whose first languages are Arabic, Chinese, French, Hindi, Hungarian, Kurdish, Parsi (Farsi), Romanian, Russian, and Spanish, narrate their own experiences of learning this language. This investigation is based on a dataset of language learning experience written accounts with reference to learner life events. In the analysis, I apply two analytical frameworks for the examination of the data: a) grounded theory procedures (Corbin and Strauss 2007), which are often employed with narrative data, and b) a “positioning approach to narratives” (Bamberg 1997) in order to detect the learners’ positioning strategies in the hope of revealing their linguistic identity claims in relation to who they are and how they make sense of their language learning experience. Results show how the learners position themselves in relation to “the other” (teachers, family, fellow learners, and the researcher), to themselves as learners, and to the language they learn.
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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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Luchkina, Tatiana, Tania Ionin, Natalia Lysenko, Anastasia Stoops, and Nadezhda Suvorkina. "Evaluating the Russian Language Proficiency of Bilingual and Second Language Learners of Russian." Languages 6, no. 2 (May 11, 2021): 83. http://dx.doi.org/10.3390/languages6020083.
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The starting point of most experimental and clinical examinations of bilingual language development is the choice of the measure of participants’ proficiency, which affects the interpretation of experimental findings and has pedagogical and clinical implications. Recent work on heritage and L2 acquisition of Russian used varying proficiency assessment tools, including elicited production, vocabulary recognition, and in-house measures. Using such different approaches to proficiency assessment is problematic if one seeks a coherent vision of bilingual speaker competence at different acquisition stages. The aim of the present study is to provide a suite of validated bilingual assessment materials designed to evaluate the language proficiency speakers of Russian as a second or heritage language. The materials include an adaptation of a normed language background questionnaire (Leap-Q), a battery of participant-reported proficiency measures, and a normed cloze deletion test. We offer two response formats in combination with two distinct scoring methods in order to make the testing materials suited for bilingual Russian speakers who self-assess as (semi-) proficient as well as for those whose bilingualism is incipient, or declining due to language attrition. Data from 52 baseline speakers and 503 speakers of Russian who reported dominant proficiency in a different language are analyzed for test validation purposes. Obtained measures of internal and external validity provide evidence that the cloze deletion test reported in this study reliably discriminates between dissimilar target language attainment levels in diverse populations of bilingual and multilingual Russian speakers.
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Peirce, Gina. "Representational and Processing Constraints on the Acquisition of Case and Gender by Heritage and L2 Learners of Russian." Heritage Language Journal 15, no. 1 (April 30, 2018): 95–115. http://dx.doi.org/10.46538/hlj.15.1.5.
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Morphological errors are prevalent in adult second language production, particularly among learners whose first languages have less complex inflectional systems. Thus, U.S. learners of Russian can provide a testing ground for competing approaches to L2 morphological acquisition. This study utilizes the Russian Learner Corpus of Academic Writing (2017) to compare case and gender-marking error frequencies in timed versus untimed essays by advanced heritage and traditional L2 learners in Portland State University’s Russian Language Flagship program. It was predicted that higher error rates in timed compositions would support the position that advanced learners’ morphological errors reflect processing difficulties under time pressure. However, such differences did not reach significance for either heritage or L2 learners; in the latter group, error rates were higher in students’ untimed texts. These results could be interpreted as demonstrating representational deficits in interlanguage grammar, particularly in the L2 group. However, greater complexity (words per T-unit) of the untimed essays provides an alternative explanation for the higher untimed error rate among this group. The heritage group had lower overall case and gender-marking error rates than the L2 group, suggesting heritage learners are less likely to show evidence of possible representational deficits of nominal functional features in their interlanguage grammar.
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Ruigendijk, Esther, Gerd Hentschel, and Jan Patrick Zeller. "How L2-learners’ brains react to code-switches: An ERP study with Russian learners of German." Second Language Research 32, no. 2 (November 18, 2015): 197–223. http://dx.doi.org/10.1177/0267658315614614.
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This Event Related Potentials (ERP) study investigates auditory processing of sentences with so-called code-switches in Russian learners of German. It has often been argued that switching between two languages results in extra processing cost, although it is not completely clear yet what exactly causes these costs. ERP presents a good method to (start to) answer this question, since different ERP effects provide insight in the underlying processes that take place. We presented three groups of speakers (German first-language speakers, Russian speakers with intermediate and Russian speakers with very good knowledge of German as a second language) with German sentences that either ended ‘normally’ i.e. with a word that fitted the meaning of the sentence, or with a semantically unexpected word, or with the Russian translation of the semantically normal German word. Comparing the two groups of Russian speakers allows for examining the influence of proficiency on the processing of code-switches. The results showed that the semantically unexpected word elicited an N400 in both the first language (L1) and the more proficient second language (L2) group, but not in the less proficient L2 group. Code-switches resulted in an N400-like pattern in all three groups, and also in a Late Positive Component (LPC), which was most pronounced in the less proficient L2 group. This positivity is, although somewhat later, quite similar to the well-known P300 effect that is found with stimuli with unexpected external properties.
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Kempe, Vera, and Brian Macwhinney. "The crosslinguistic assessment of foreign language vocabulary learning." Applied Psycholinguistics 17, no. 2 (April 1996): 149–83. http://dx.doi.org/10.1017/s0142716400007621.
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ABSTRACTThis study examines a task that can be applied in a uniform fashion across different languages to compare levels of vocabulary development in foreign language learning. Experiment I tested native speakers of Russian and German and demonstrated the basic comparability of the subjects' judgments for both words and nonwords. The results for Russian showed an influence of word length, which can be understood in terms of the Orthographical Depth Hypothesis. Experiment 2 applied the same task to learners of Russian and German and found that learners of Russian had achieved a lower level of vocabulary control than learners of German at comparable language exposure levels. This disadvantage for Russian can be attributed to the novelty of the Cyrillic graphemic system, which restricts the accessibility of written language input at early stages. There was a nonlinear increase over time in word sensitivity, which can be attributed to the increasing contribution of lexical plausibility factors at later stages of learning. Moreover, the lexical decision task appeared to be sensitive to inhibitory effects of concurrently studied languages, as well as to decay due to the lack of regular exposure. Together, these results indicate that the lexical decision task can be a useful tool for the assessment and crosslinguistic comparison of lexical development in foreign language learning.
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Nikitina, Larisa, and Fumitaka Furuoka. "“A Distant Land of Snow …”: Russian Language Learners’ Representations of Russia." Zeitschrift für Slawistik 58, no. 2 (June 2013): 193–204. http://dx.doi.org/10.1524/slaw.2013.0016.
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Nikitina, Larisa. "A longitudinal study of language learners’ images about Russia." Journal of Language and Cultural Education 4, no. 2 (May 1, 2016): 103–17. http://dx.doi.org/10.1515/jolace-2016-0019.
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Abstract Several studies in the field of applied linguistics have explored images held by language learners about a target language country. However, for the most part, these studies focused on learners of modern European languages, such as German, Spanish and French and they were conducted in Western educational contexts. Besides, none of the previous investigations attempted to conduct a systematic classification of the language learners’ images. The present longitudinal study addressed these gaps in the research literature. It explored images about Russia held by Malaysian learners of the Russian language in a large university in East Malaysia. This article reports the findings of three questionnaire surveys conducted in 2004, 2007 and 2010. It was found that the images about Russia held by the participants were diverse and clustered around eight countryrelated aspects. Content of some categories of images was stable and changed little over time. Other categories were more fluid and more prone to change. The paper concludes with a discussion of pedagogical implications that can be derived from the findings.
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Danilov, Andrew V., Rinata R. Zaripova, Leila L.Salekhova, and Nnamdi Anyameluhor. "Developing Computer Literacy of Bilingual Students via CLIL Methodology." International Journal of Higher Education 9, no. 8 (October 30, 2020): 19. http://dx.doi.org/10.5430/ijhe.v9n8p19.
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The research intended to present the scientific basis of CLIL and validate CLIL technology's implementation in a Russian higher education institution to develop computer literacy of Russian bilingual learners experimentally. Consequently, we acquired two essential scientifically proven procedures for implementing science education and math for multilingual learners in the educational institutions of The Republic of Tatarstan, Russia. The initial one indicates that bilingual learners can adjust their mother language to the bilingual education program's Russian education environment. The second one includes the concept of language immersion: educating bilingual learners utilizing the Russian language. In compliance with the first strategy, we devised computer-assisted learning assistance of CLIL implementation to evolve bilingual Tatar learners' computer literacy in teaching Informatics. The bilingual resource is made up of seven modules. It has been developed with the aid of commonly available technologies as well as Web 2.0 services. The investigation was managed to demonstrate the efficiency of CLIL technology to develop computer literacy of Tatar learners. The Institute of Philology and Intercultural Communication of Kazan Federal University was adopted as a site for the experiment: 69 students of the first year of education participated in the pilot experiment. The experiment outcomes revealed that CLIL, as a technology to teach Informatics, improves the development of bilingual learners' computer literacy.
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Hayes-Harb, Rachel, and Jane Hacking. "The Influence of Written Stress Marks on Native English Speakers’ Acquisition of Russian Lexical Stress Contrasts." Slavic and East European Journal 59, no. 1 (2015): 91–109. http://dx.doi.org/10.30851/59.1.005.
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Recent studies have provided evidence for a beneficial effect of orthographic input on the acquisition of second language phonological contrasts. In particular, the presentation of orthographic contrasts has been shown to improve L2 learners’ ability to differentiate newly learned words containing difficult auditory contrasts—for example, the letters ‘a’ and ‘e’ can help native Dutch speakers differentiate newly learned English words containing /æ/ and /ɛ/ (Escudero, Hayes-Harb and Mitterer). In the present research, we explored whether the diacritic marks typically used to indicate lexical stress in Russian pedagogical texts are similarly helpful to second language learners. We taught native English speakers with varying amounts of Russian language experience a set of Russian non-words containing lexical stress minimal pairs. In different word-learning conditions, we manipulated the presence of stress marks in the input to participants, and later tested participants on their ability to distinguish the newly learned lexical stress minimal pairs. We found no effect from the availability of stress marks for our participants, whose Russian language experience ranged from subjects with no exposure to Russian to students enrolled in third-year college-level Russian language courses. We conclude by discussing crucial differences between the learning conditions in the present study and real-world Russian language acquisition, and calling for future research that investigates the effect of lexical stress marks in more authentic learning conditions.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.
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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.
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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.
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Karnati, Ajoy Kumar, and Janani Vaidhyanathan. "Problems Of Improving Spoken Language Skills In Teaching Russian As A Foreign Language." KnE Social Sciences 1, no. 3 (April 13, 2017): 238. http://dx.doi.org/10.18502/kss.v1i3.744.
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<p class="3ABSTRAK">While teaching Russian as a foreign language to undergraduate and postgraduate students in India, we observed that the learners quickly pick up writing skills, whereas their spoken language skills are not at the same level. There are many issues which need to be sorted out in order to improve spoken language skills. As written and spoken skills are different, we need to use different methods of teaching for each one of them. </p><p class="3ABSTRAK">Since the first thing that is taught to students, who are learning a language, are alphabets, hence, initially the whole attention is turned towards improving their writing skills. Though, in the beginning, the students also do pick up an elementary level of spoken language, in the intermediate and advanced levels of learning, their spoken language skills suffer due to various factors. One of the main factors being the lack of exposure to the foreign language once the learners are out of the classroom. Since they continue to do homework, they keep in touch with the written skills. However, once they are out of the classroom, the learners and people around them use their own mother tongue or other native languages to speak. As a result, their spoken skills of the foreign language do not improve.</p><p>Measures need to be taken for improving spoken skills: showing feature, as well as animation films; involving the students in discussions with the help of native speakers; providing audio books; showing them TV programs after class hours; involving learners in enacting Russian plays, etc. On the whole, artificial foreign language surroundings need to be created. Let us see how to motivate learners to speak as well as to write foreign language of their choice.</p><p> </p><strong>Keywords: </strong><em>spoken skills, teaching Russian as a foreign language, learning problems</em>
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Gor, Kira. "Morphosyntactic Knowledge in Late Second Language Learners and Heritage Speakers of Russian." Heritage Language Journal 16, no. 2 (August 31, 2019): 124–50. http://dx.doi.org/10.46538/hlj.16.2.2.
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The current study pursues two goals. First, it establishes developmental trajectories in the acquisition of 10 morphosyntactic features of Russian by American learners, using a grammaticality judgment task (GJT), an offline test of morphosyntactic knowledge that allows for direct comparison of native and nonnative performance through a highly controlled set of materials. Second, it compares the performance of late second language learners and heritage speakers (early learners) of Russian matched in global proficiency as established by the ACTFL Oral Proficiency Interview (OPI), and ranging from Intermediate to Superior proficiency. The study demonstrates that heritage speakers outperform late second language learners on most, but not all the morphosyntactic features tested in the GJT. These findings shed new light on the development of nonnative grammatical knowledge in early and late learners of Russian, and will inform Russian language curriculum development.
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Titus, Julia. "Creating an Online Assessment Test for Heritage Learners of Russian." Heritage Language Journal 9, no. 2 (June 30, 2012): 222–44. http://dx.doi.org/10.46538/hlj.9.2.6.
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This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed for the author’s Russian for Heritage Learners course. Also discussed are the drawbacks of applying traditional grammar tests created for second-language classes to heritage-language-classroom settings and the inability of these types of tests to reflect the unique language strengths of heritage learners. The American Council on the Teaching of Foreign Language proficiency guidelines are suggested as a starting point in creating an assessment test for heritage learners.
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Loseva, Natalia, and Liudmila Metelskaya. "French for Learners in Hesitation Between Mother Tongue and English." Taikomoji kalbotyra 15 (June 4, 2021): 108–22. http://dx.doi.org/10.15388/taikalbot.2021.15.9.
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Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.
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Showalter, Catherine E. "RUSSIAN PHONO-LEXICAL ACQUISITION AND ORTHOGRAPHIC INPUT." Studies in Second Language Acquisition 42, no. 2 (November 15, 2019): 255–77. http://dx.doi.org/10.1017/s0272263119000585.
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AbstractWe investigated how grapheme familiarity and grapheme-phoneme correspondence (GPC) congruence affect adult learners’ ability to make use of orthographic input (OI) during phono-lexical acquisition. Native English speakers, with no Russian experience (naïve) or learners of Russian, heard auditory forms, saw pictured meanings, and saw written input either in a No Orthography condition or an Orthography condition for words that contained unfamiliar Cyrillic graphemes, familiar graphemes and congruent GPCs, and familiar graphemes and incongruent GPCs. Naïve participants evidenced incongruent GPC interference effects. Experienced learners acquired targetlike GPCs, although beginner learners did not. In a separate experiment, naïve learners were exposed to an intervention to mitigate effects of OI; the interventions did not improve test accuracy. Results support previous findings that incongruent GPCs interfere with phono-lexical acquisition. We also found evidence that target language experience mitigates negative effects of OI, but interventions may not sufficiently aid naïve learners’ phono-lexical acquisition.
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PAVLENKO, ANETA, and VIKTORIA DRIAGINA. "Russian Emotion Vocabulary in American Learners? Narratives." Modern Language Journal 91, no. 2 (June 2007): 213–34. http://dx.doi.org/10.1111/j.1540-4781.2007.00541.x.
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Karolczuk, Marzanna. "ROLA REFLEKSJI W PRZYGOTOWANIU UCZNIA DO KOMUNIKACJI MIĘDZYKULTUROWEJ NA LEKCJI JĘZYKA ROSYJSKIEGO." Neofilolog 2, no. 42/2 (September 4, 2019): 215–26. http://dx.doi.org/10.14746/n.2014.42.2.7.
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This article attempts to identify measures for teaching and learning a foreign language with focus on the reflective and conscious approach. The objective is to develop appropriate attitudes on the part of learners towards Russia and Russians and thus to prepare them for intercultural communication during lessons of Russian as a second foreign language in school. During these lessons work on student attitudes requires the teacher to use multi-faceted techniques and forms of teaching. Among these, worth mentioning is the use of reflective visualization, comparison of cultures, and conscious emphasis of what is valuable and interesting in others. Techniques, which appeal to the emotions of students, and develop their empathy are used in the context of Russian as a second foreign language in school.
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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.
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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
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Shadiev, Rustam, Ting-Ting Wu, and Yueh-Min Huang. "Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts." ReCALL 32, no. 2 (February 12, 2020): 195–212. http://dx.doi.org/10.1017/s0958344020000038.
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AbstractA vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.
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PYTLYK, CAROLYN. "Are orthographic effects language specific? The influence of second language orthography on second language phoneme awareness." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 233–62. http://dx.doi.org/10.1017/s0142716416000175.
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ABSTRACTThis research investigated first language (L1) and second language (L2) orthographic effects on L2 phoneme perception. Twenty-five native English learners of Russian (n = 13) and Mandarin (n = 12) participated in an auditory phoneme counting task, using stimuli organized along two parameters: consistency and homophony. The learners more successfully counted phonemes in L2 words with consistent letter–phoneme correspondences (e.g., всё /fsʲɔ/, three letters/three phonemes) than in words with inconsistent correspondences (e.g., звать /zvatʲ/, five letters/four phonemes), indicating that L2 phoneme awareness is influenced by L2 orthography and that orthographic effects are not limited to the L1. In addition, the lack of any L1 homophone effects suggests that L2 orthographic effects overrode any potential L1 orthographic interference for these intermediate-level learners, suggesting orthographic effects may be language specific.
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Serdjuk, Helen, and Nicholas J. Brown. "Russian Learners' Dictionary: 10,000 Words in Frequency Order." Language 74, no. 3 (September 1998): 669. http://dx.doi.org/10.2307/417834.
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Levin, Maurice I., and Nicholas J. Brown. "Russian Learners' Dictionary: 10,000 Words in Frequency Order." Modern Language Journal 81, no. 4 (1997): 579. http://dx.doi.org/10.2307/328921.
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Anisimova, A. T. "EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 108–12. http://dx.doi.org/10.31775/2305-3100-2017-4-108-112.
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The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowledge representation, information processing, development of language consciousness and individual learning styles in relation to teaching Russian learners a foreign language. The article describes the experiences of using cognitive mechanisms in development of effective tools in teaching a foreign language, in particular such topics as the system of the English article, teaching learners new foreign language vocabulary, usage of polysemantic words. The enhancement of language didactics paradigm with cognitive issues appears to be beneficial not only in learning a foreign language but also in development the learners general discursive competence.
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Sakk, Monica. "Coping at School - Academic Success or/and Sustainable Coping in Future?" Journal of Teacher Education for Sustainability 15, no. 1 (June 1, 2013): 84–106. http://dx.doi.org/10.2478/jtes-2013-0006.
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Abstract The purpose of the research was to monitor opinions of learners, parents and teachers on the aspects of coping at the second level of primary school in both Estonian-medium and Russian-medium schools. The research was carried out from 2006 to 2011. The research used a questionnaire which was administered to 652 learners and their parents in Forms 4 through 6 at both Estonian-medium and Russian-medium general education schools. In the second part of the research, 30 teachers from the same selection were interviewed. The results of the research show that the learners, parents and teachers who took part in the research in both Estonian-medium and Russian-medium schools link the aspects of coping with academic success. Additionally, teachers in schools with Estonian as the language of instruction consider the learnersí skills of social coping also important. Both the Estonian-medium and Russian-medium school teachers consider home and parents the main factors that influence coping skills. According to the teachers, changes in society have changed common beliefs, attitudes and the way of thinking among the parents and the learners, causing difficulties in learnersí academic as well as social coping. Based on the rapid changes in society, it is important to reorient teacher education. Social skills, forming the basic skills of learning, and accessing different websites for studying will become crucial in teaching the new generation.
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Verkhovykh, L. N. "Linguocultural work on the lessons Russian and Russian as a native language as a means to promote learners’ cognitive activity." Russian language at school 82, no. 4 (July 20, 2021): 21–30. http://dx.doi.org/10.30515/0131-6141-2021-82-4-21-30.
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. The paper deals with the issues of using the linguistic cultural approach to teaching Russian and Russian as a native language to boost learners’ cognitive activity. During the study, the basic principles and types of linguistic cultural work are characterised. The paper also describes areas where linguistic cultural material can be used. Additionally, a number of specific tasks facilitating learners’ cognitive skills development are given. The descriptive method is the main research tool in conjunction with some elements of comparative analysis. It was found that the linguistic cultural approach to teaching Russian and Russian as a native language is an important component in education as it enhances learners’ cognitive activity. Moreover, it provides comprehensive solutions to teaching and educational challenges.
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Zhigalev, Boris, and Anna Prokhorova. "Linguistic Security of Russia in the Mode of Multilingualism." Nizhny Novgorod Linguistics University Bulletin, Special issue (December 31, 2020): 139–52. http://dx.doi.org/10.47388/2072-3490/lunn2020-si-139-152.
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The article examines the problem of linguistic security of Russia within the logic of integration into the world community. A new language situation is developing in the context of modern socio-economic and political reforms in Russia. While, on the one hand, there is a rejection of monolingualism and a tendency towards the development of Russian national polylingualism, on the other hand, there is a clear orientation towards promoting multilingualism as a consequence of rapprochement with Europe. The European Union is actively promoting the policy of multilingualism, encouraging learners to expand their linguistic repertoires. Like other representatives of non-EU countries, young Europeans entering Russian universities are mostly multilingual, and for them the Russian language offered as part of their university course is just another foreign language. To promote the Russian language and culture through educating foreign students, faculty members of Russian universities seek to create a special language environment, activating all possible means and technologies to optimize the process, teaching Russian courses for international students, and organizing engaging extra-curricular activities. Despite such serious efforts, however, many foreign students perceive this as an imposition that limits them in the study of other languages and cultures. The authors of the article see a potential solution to this problem in using a multilingual approach as a mechanism for “subtle engagement and promotion” of the Russian language and culture among foreign students. They offer a case study of implementing this approach in a technical university where Russian is taught as a foreign language to future engineers and describe the functional characteristics of multilingual modules built into the Russian language course (facilitative, accelerative, communicative, organizational, and transferable), highlighting the advantages and prospects of the multilingual approach in the formation of linguistic security.
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Isurin, Ludmila, and Tanya Ivanova-Sullivan. "Lost in Between: the Case of Russian Heritage Speakers." Heritage Language Journal Volume 6, no. 6.1 (Spring, 2008) (May 30, 2008): 72–104. http://dx.doi.org/10.46538/hlj.6.4.
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The present paper looks at the growing population of Russian heritage speakers from a linguistic and psycholinguistic perspective. The study attempts to clarify further the notion of heritage language by comparing the linguistic performance of heritage speakers with that of monolinguals and second language learners. The amount of exposure to L1/L2, the age at which immigration to the U.S. occurred, degree of literacy in Russian, and metalinguistic awareness were among the sociolinguistic factors considered in the present study. The qualitative in-group and cross-group analyses revealed syntactic and morphological features that characterize Russian as a heritage language. The performance of heritage speakers on the narrative task differed from that of Russian monolinguals and American learners of Russian.
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Larson-Hall, Jenifer. "Predicting perceptual success with segments: a test of Japanese speakers of Russian." Second Language Research 20, no. 1 (January 2004): 33–76. http://dx.doi.org/10.1191/0267658304sr230oa.
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A perception experiment involving a novel language pairing, that of Japanese as a first language (L1) and Russian as a second language (L2), was conducted with 33 Japanese learners of Russian to determine whether two phonological models could successfully predict patterns of perceptual difficulty with eight Russian segments.The Featural Model of L2 Perception (based on Brown, 1997) predicts that learners will only be able to accurately perceive those segments that are composed of features which are used in the (underspecified) L1 featural pool. Flege’s (1995) Speech Learning Model predicts that ‘new’ phones will eventually be acquired, but ‘similar’ phones will remain problematic. The former more adequately explained the data than the latter, and was also shown to more successfully predict difficulties than phonetic or phonemic status of the segments. Thus, this experiment further clarifies what factors affect the segmental perception of an L2 and why learners from the same L1 background often have similar perceptual ‘accents’. The success of the Featural Model in explaining perceptual success indicates that adult language learners are restricted by universal constraints and processes of natural language systems.
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Drackert, Anastasia, and Anna Timukova. "What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance." Language Testing 37, no. 1 (July 9, 2019): 107–32. http://dx.doi.org/10.1177/0265532219861042.
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In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.
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Kagan, Olga, and Kathleen Dillon. "Russian Heritage Learners: So What Happens Now?" Slavic and East European Journal 50, no. 1 (April 1, 2006): 83. http://dx.doi.org/10.2307/20459235.
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Krasnoshchekova, Sofia, and Kseniia Kashleva. "Narrative Competence of Adult L2 Russian Learners." Journal of Psycholinguistic Research 48, no. 3 (January 2, 2019): 617–41. http://dx.doi.org/10.1007/s10936-018-9622-3.
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Buchilova, Irina A. "LANGUAGE PERSONALITY OF OTHER THAN RUSSIAN LANGUAGE ORIGIN YOUNG CHILDREN LEARNING RUSSIAN: LEXICON." Theoretical and Applied Linguistics, no. 4 (2019): 33–40. http://dx.doi.org/10.22250/2410-7190_2019_5_4_33_40.
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The present article aims to study the problem of linguistic personality formation in children of other than Russian language origin learning Russian at Russian primary school. The structure of the language personality is also observed. The focus of this study is lexicon as an important structural component of the language personality. The results of an empirical study of the vocabulary of such children are presented. First, the results of the survey with the questionnaire enabled to determine that the perception of a national language or the Russian language as the native one depended upon the language used for communication in the family which in its turn was a result of a family being international or mononational. The survey also showed that more than 61% and 72% experienced writing skills challenges in dictation and essays in Russian, at the same time, 72% cannot write their national language at all. Third, in the course of ascertaining experiment, it was found that the targeted category of children demonstrated certain specific features of language personality formation: flaws occurred in the structure of verbal-semantic level (gaps in vocabulary, agrammatism), features of the lexicon were determined by the speech input, gaps in lexicon reduced the quality of writing performance (dictations, expositions, essays) because of difficulties in understanding. Recommendations are offered for this category of learners to improve and enlarge their vocabulary.
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Li, Xiaoshi. "VARIATION IN SUBJECT PRONOMINAL EXPRESSION IN L2 CHINESE." Studies in Second Language Acquisition 36, no. 1 (September 23, 2013): 39–68. http://dx.doi.org/10.1017/s0272263113000466.
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This study investigates subject pronominal expression in second language Chinese and compares learner usage with patterns found in their first language. The results show that (a) overt pronouns are used more for singular, +animate subjects than plural, –animate ones; (b) switch in subject surface form favors overt pronouns; (c) English and Russian speakers use overt pronouns more than Korean and Japanese speakers; (d) statements favor overt pronouns most, followed by questions and then imperatives; (e) females use overt pronouns more than males; (f) conversations slightly favor overt pronouns, whereas narratives favor null pronouns; (g) higher proficiency learners across language groups use more null subject referents than do lower proficiency learners; and (h) nonspecific subject referents promote null subjects. Comparison results show that learner patterns are similar to those of their native speaker peers on most dimensions explored except that they tend to overuse overt pronouns. That is, the learners have acquired the subject pronoun use pattern in Chinese rather successfully but need to further develop their sociolinguistic competence regarding null pronoun usage.
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Stauffer, Rachel. "The National Committee on Russian Language Study's 1984 Recommendations Reconsidered for the New Millennium of Russian Language Learners." Slavic and East European Journal 50, no. 1 (April 1, 2006): 45. http://dx.doi.org/10.2307/20459233.
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Cho, Jacee, and Roumyana Slabakova. "Interpreting definiteness in a second language without articles: The case of L2 Russian." Second Language Research 30, no. 2 (January 30, 2014): 159–90. http://dx.doi.org/10.1177/0267658313509647.
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This article investigates the second language (L2) acquisition of two expressions of the semantic feature [definite] in Russian, a language without articles, by English and Korean native speakers. Within the Feature Reassembly approach (Lardiere, 2009), Slabakova (2009) has argued that reassembling features that are represented overtly in the first language (L1) and mapping them onto those that are encoded indirectly, or covertly, in the L2 will present a greater difficulty than reassembling features in the opposite learning direction. An idealized scale of predictions of difficulty is proposed based on the overt or covert character of the feature encoding and the ease/difficulty of noticing the feature expression. A total of 158 participants (56 native Russian, 49 English learners and 53 Korean learners of Russian) evaluated the acceptability of test sentences in context. Findings demonstrate that acquiring the expression of a feature that is encoded contextually in the L2 is challenging for learners, while an overt expression of a feature presents less difficulty. On the basis of the learners’ developmental patterns observed in the study, we argue that overt and covert expression of semantic features, feature reassembly, and indirect encoding appear to be significant factors in L2 grammatical feature acquisition.
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Jiaqi, Liu, Zeng Ting, and Lu Xiuchuan. "Challenges in multi-language pronunciation teaching: A cross-linguistic study of Chinese students’ perception of voiced and voiceless stops." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 99–118. http://dx.doi.org/10.5209/clac.65652.
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This article reports on a cross-linguistic study of 58 Chinese students’ perception of voiced and voiceless stops in their third language (L3). The participants were Japanese, Russian, or Spanish major students in a Chinese university, who were beginner learners of these languages but who had all learned English as their second language (L2) for over 10 years. The purpose of this study was to investigate the L3 learners’ perceptual differences in the stop categories, and analyze the effects of the learners’ multi-language background on their perception of L3 stops. Results from the perception experiment showed that: 1) the value and range of voice onset time (VOT) play an essential role in Chinese students’ perception of voiceless stops; and 2) the pre-voicing during closure is the key to Chinese students’ perception of voiced stops. We attribute their difficulty in perceiving L3 voiceless stops to the similarity in the phonemic range of voiceless stops between the learners’ L3 and their L1 and L2, as this leads to confusion in perception. On the other hand, the dissimilarity between L3 voiced stops and those of L1 and L2 is conducive to the students’ perception of L3 voiced stops. Findings from this study provide empirical evidence for the effect of similarity and dissimilarity in speech sounds as proposed in earlier phonology acquisition theories, and they can also inform the pedagogy of multi-language education.
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Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (September 9, 2020): 180–209. http://dx.doi.org/10.1163/26660393-bja10003.
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Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.
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Poehner, Matthew E. "Dynamic Assessment and Second Language Development: Realizing the “Undiscovered Country” in the Twenty-First Century." Journal of Cognitive Education and Psychology 17, no. 1 (December 2018): 3–15. http://dx.doi.org/10.1891/1945-8959.17.1.3.
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Russian psychologist L. S. Vygotsky and Israeli psychologist and educator Reuven Feuerstein, although working in different times and cultural contexts, arrived at a commensurable and indeed complementary set of theoretical proposals that hold considerable potential for reenvisioning educational activity. One area, in particular, where their theories converge concerns the diagnosis of learner abilities and use of this information to inform targeted interventions to guide psychological development. Specifically, Vygotsky’s (1987) formulation of the Zone of Proximal Development as cooperative activity undertaken with learners to reveal and promote abilities that have not yet formed but are still emerging provides a conceptual framework that aligns with Feuerstein’s elaboration of procedures for identifying learner needs and abilities by engaging with them around specially designed tasks and materials, an approach he referred to as Mediated Learning Experience. Together, these proposals provide the basis for Dynamic Assessment (DA). DA has been widely pursued in the areas of special and cognitive education, where it has been shown to provide insights into the full range of learner abilities and has proven directly relevant to interventions to help all learners develop. This article traces the influence of Vygotsky’s and Feuerstein’s ideas on the field of second language (L2) education. While the field has a long tradition of drawing upon Vygotskian theory to interpret processes of L2 development in instructional contexts, only more recently have researchers begun to invoke it as a basis for organizing educational practices. This has coincided with efforts to understand the relevance of Feuerstein’s research to the domain of children and adult learners of languages beyond their first. Beginning with Poehner’s (2008) examination of DA with learners of L2 French, a sub-field within the area of L2 assessment has emerged that has included applications of DA principles in group formats and computerized procedures and with learners of a wide range of languages and in a variety of cultural contexts. With the continuing trend to elevate certain languages to a “global” status and the growing populations of displaced and immigrant learners, the need for educational approaches that look beyond manifest functioning in order to construct a future with learners has perhaps never been greater.
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Parshina, Olga, Anna K. Laurinavichyute, and Irina A. Sekerina. "Eye-movement benchmarks in Heritage Language reading." Bilingualism: Language and Cognition 24, no. 1 (March 9, 2020): 69–82. http://dx.doi.org/10.1017/s136672892000019x.
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AbstractThis eye-tracking study establishes basic benchmarks of eye movements during reading in heritage language (HL) by Russian-speaking adults and adolescents of high (n = 21) and low proficiency (n = 27). Heritage speakers (HSs) read sentences in Cyrillic, and their eye movements were compared to those of Russian monolingual skilled adult readers, 8-year-old children and L2 learners. Reading patterns of HSs revealed longer mean fixation durations, lower skipping probabilities, and higher regressive saccade rates than in monolingual adults. High-proficient HSs were more similar to monolingual children, while low-proficient HSs performed on par with L2 learners. Low-proficient HSs differed from high-proficient HSs in exhibiting lower skipping probabilities, higher fixation counts, and larger frequency effects. Taken together, our findings are consistent with the weaker links account of bilingual language processing as well as the divergent attainment theory of HL.
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Hong, Seo Yeon. "Patterns of Self-repair Appearing in Monologue of Russian Language Learners." Korean Journal of Russian Language and Literature 33, no. 1 (March 31, 2021): 133–58. http://dx.doi.org/10.38077/kjrll.2021.3.33.1.133.
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Pozdnyakova, Alina A. "Spelling Tests for Beginning Learners of Russian as a Foreign Language." Prepodavatel XXI vek, no. 2-1 (2021): 168–78. http://dx.doi.org/10.31862/2073-9613-2021-2-168-178.
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Nikalayenko, Siarhej V. "Russian language through the prism of national culture and realities." Russian Language Studies 17, no. 2 (December 15, 2019): 198–212. http://dx.doi.org/10.22363/2618-8163-2019-17-2-198-212.
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The article focuses on the system of developing linguistic and cultural competence through regional realities, values, personalities, etc. in general secondary educational institutions in the Republic of Belarus. The sociocultural aspect in the coherent linguistic methodological system of teaching Russian and developing learners’ speech is considered as a substantial component of all spheres - language, speech, communication, cultural linguistic study . Cultural linguistic (or linguocultural) aspect is realized through mastering language: 1) as a system of preserving and transmissing cultural values, 2) as a means of comprehending general and nationally-specific (for the Russian and Belarusian) ideals, traditions, customs, values and norms which guide the dialogue of cultures. As an interrelated educational process, the sociocultural aspect implies that students acquire the peculiarities of social relations expressed in meanings (peacefulness, non-aggressiveness, tendency to consent and search for compromises, helping another person, denying unmotivated violence, reasonable needs, etc.). The sociocultural aspect also means developing learners’ ability to comply with the norms that determine these relations.
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Janda, Laura A., Anna Endresen, Valentina Zhukova, Daria Mordashova, and Ekaterina Rakhilina. "How to build a constructicon in five years." Belgian Journal of Linguistics, Volume 34 (2020) 34 (December 31, 2020): 161–73. http://dx.doi.org/10.1075/bjl.00043.jan.
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Abstract We provide a practical step-by-step methodology of how to build a full-scale constructicon resource for a natural language, sharing our experience from the nearly completed project of the Russian Constructicon, an open-access searchable database of over 2,200 Russian constructions (https://site.uit.no/russian-constructicon/). The constructions are organized in families, clusters, and networks based on their semantic and syntactic properties, illustrated with corpus examples, and tagged for the CEFR level of language proficiency. The resource is designed for both researchers and L2 learners of Russian and offers the largest electronic database of constructions built for any language. We explain what makes the Russian Constructicon different from other constructicons, report on the major stages of our work, and share the methods used to systematically expand the inventory of constructions. Our objective is to encourage colleagues to build constructicon resources for additional natural languages, thus taking Construction Grammar to a new quantitative and qualitative level, facilitating cross-linguistic comparison.
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Nikitina, Larisa, Ma Tin Cho Mar, and Fumitaka Furuoka. "RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 693–705. http://dx.doi.org/10.33225/pec/18.76.693.
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In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students’ perceptions of the skills’ importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. Key words: language needs, Russian language, higher education, Malaysia.
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Abramova, Marina. "Independent Reading of Adapted Science Texts in Teaching Russian as Foreign Language: Student Motivation." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 15. http://dx.doi.org/10.17770/sie2015vol1.302.
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<p><em>Many studies in the field of second and foreign language learning have focused on student motivation and the factors affecting it. Likewise, positive motivation is essential for individual learning and a key factor in successful individual reading in a foreign (second) language. Most teachers believe that science texts are more challenging for L2 learners; consequently, the issue of facilitating L2 learners’ motivation is highly significant in reading instruction. The objective of the currant research is to find out if the factors creating and maintaining foreign learners’ reading motivation are used in Russian language textbooks, in particular, in the structure of reading exercises. The paper includes a review</em> <em>of literature on motivation factors in individual reading and </em><em>foreign language learning and provides an analysis of reading exercises of 25 Russian language textbooks in the context of reading motivation. </em></p><p> </p>
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Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.
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Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.
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Zankova, A. A. "Optimal Model of Online Teaching Russian as a Foreign Language to Adult Learners in Non-Formal Education." Prepodavatel XXI vek, no. 2, 2020 (2020): 96–108. http://dx.doi.org/10.31862/2073-9613-2020-2-96-108.
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The article considers the lifelong learning as a perspective trend in modern society The main principles of lifelong learning are knowledge of foreign languages, innovative teaching methods and e-learning technologies. Besides that, the article gives the analysis of Russian and foreign works devoted to one of the modern teaching trends ― “flipped learning”. Based on the ideas of flipped learning and the specifics of teaching adult learners, the author has designed an optimal model of online teaching Russian as a foreign language to adults. The parts of the model (stage “Before”, “Online session”, stage “After”) are connected and didactically complement each other. In order to prove the effectiveness of the model, the vertical experiment was conducted. Based on the existing criteria of the optimization of learning process, the author concludes that the designed model is optimal for adult learners and effective for non-formal online language learning.