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Journal articles on the topic 'Teaching methodology of RFL'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Shabaaiti, Yilihamu. "Ethno-oriented learning in the system of methodology of teaching RFL." KANT 39, no. 2 (2021): 441–46. http://dx.doi.org/10.24923/2222-243x.2021-39.78.

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The purpose of the study is to identify the main characteristics and conditions for the implementation of the ethno-oriented approach in teaching Russian as a foreign language (RFL) to foreign students. The article discusses the essence of the ethno-oriented approach to teaching RFL, which is relevant for modern Russian methods. The complexity of this approach and the need to comply with a whole range of conditions in the teaching process are noted. The scientific novelty of the research lies in the identification of these conditions: taking into account the principle of the dialogue of cultur

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Liu, Qian. "A Look from China at Some Trends in the Teaching Methodology of FRL in Recent Years." Scientific Research and Development. Modern Communication Studies 12, no. 1 (2023): 74–79. http://dx.doi.org/10.12737/2587-9103-2023-12-1-74-79.

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The article is devoted to the description of some trends in recent years in the development of the methodology of teaching Russian as a foreign language (RFL). It provides an overview of the socio-cultural reasons that contributed to the strengthening of the communicative orientation of RFL training, the rapid development of distance learning in the context of digitalization of education. During the analysis of the works, a scientific generalization was made and a description of some trends in the field of RFL methodology was proposed. Among them are the increased focus on teaching Russian as

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Gorbenko, Viktoriia D., Tatiana N. Dominova, Natalia O. Ilina, Julia A. Kumbasheva, and Marina V. Mityakova. "Actual directions of the modern methodology of teaching Russian as a foreign language: content analysis results." Perspectives of Science and Education 49, no. 1 (2021): 249–64. http://dx.doi.org/10.32744/pse.2021.1.17.

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Introduction. The modern methodology of teaching Russian as a foreign language (RFL) is a multidimensional system in which a number of different directions can be distinguished. The purpose of this work is to identify, based on the elements of content analysis, the most relevant directions in the teaching methodology of RFL over the past 5 years. The relevance of the study lies in identifying the main paradigmatic guidelines of this science at the present stage of its development. Materials and methods. The material for the theoretical part of the study was the work of Russian methodologists p

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Martynova, M., and D. Gutorova. "The Communicative Potential of Storytelling in the Context of Teaching Russian as a Foreign Language." Scientific Research and Development. Modern Communication Studies 14, no. 1 (2025): 57–62. https://doi.org/10.12737/2587-9103-2025-14-1-57-62.

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The article discusses the use of storytelling as an effective method in teaching Russian as a foreign language (RFL). The main attention is paid to the communicative potential of this approach, which helps improve language skills and intercultural communication among foreign students. The understanding of storytelling in the theory and methodology of teaching is highlighted. Its features in Russian linguodidactics are emphasized. The mechanisms involved in storytelling are described. Examples of the practical use of storytelling in teaching one of the types of speech activity: writing are give

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

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

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Lebedeva, Maria Yu, and Do Wu. "The communicative environment of a synchronous online Russian lesson in Chinese groups." Russian Language Studies 21, no. 2 (2023): 148–62. http://dx.doi.org/10.22363/2618-8163-2023-21-2-148-162.

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The communicative approach to teaching Russian as a foreign language (RFL) implies that the main goal - the acquisition of communication skills - can only be achieved in a stimulative communicative environment. Meanwhile, the online format, which is currently becoming popular, is characterized by limited interaction between the participants of the educational process. Thus, the problem of developing methodological foundations for a productive communicative environment in the process of online teaching is becoming acute for the methodology of teaching RFL. The aim of this study is to describe t

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Melkikyan, Z. "Schedule of the training dictionary as the necessary condition of optimizing the educational process at the present stage." Bulletin of Science and Practice, no. 10 (October 14, 2017): 312–17. https://doi.org/10.5281/zenodo.1012421.

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In the teaching methodology of the RFL, an explanatory educational dictionary of the Russian language is of paramount importance among all linguistic lexicographic works. Therefore, the methodologists–specialists of Russian have the important task of selecting sources for the card index of the educational explanatory dictionary. To do this, special selection principles must be worked out. It is quite obvious that the file of the educational explanatory dictionary is now a necessary condition for optimizing the preoccupation of the RFL. The card file created as the base of the educational expla

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Kuznetsova, Veronika I. "Formation of a Secondary Virtual Linguistic Persona in the Methodology of Teaching RFL." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 4 (2022): 271–78. http://dx.doi.org/10.31862/2218-8711-2022-4-271-278.

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Лешутина, И. А., and К. Е. Сараева. "Dramatization techniques in the context of theatrical technology in teaching RFL." Russkii iazyk za rubezhom, no. 4(305) (August 26, 2024): 67–72. http://dx.doi.org/10.37632/pi.2024.305.4.011.

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В статье рассматривается театральная технология как практическая реализация теории театральной педагогики. Авторы исследуют эффективность приемов драматизации и их влияние на процесс обучения РКИ. В работе представлены примеры из практического и аналитического опыта применения театральной технологии с поэтапным описанием, а также даны методические рекомендации по использованию приемов драматизации на занятиях РКИ с учетом методики обучения и с опорой на правила сценического искусства. The article considers theatrical technology as a practical implementation of the theory of theatrical pedagogy

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Kochetkova, Yuliya. "Linguistic and Methodological Possibilities of Technological Digital Tools in the Process of Formation of Communicative Competence among Foreign Students (Pre-university Training Stage)." Scientific Research and Development. Modern Communication Studies 14, no. 3 (2025): 57–62. https://doi.org/10.12737/2587-9103-2025-14-3-57-62.

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The article examines the technological toolkit for implementing the principle of visualization in teaching Russian as a foreign language (RFL) to nonnative speakers at the initial stage (the stage of pre-university training), using digital technologies. It presents and analyzes visualization technologies, virtual (VR) and augmented reality (AR), artificial intelligence (AI), as well as techniques for working with digital learning materials. As a technical implementation of the proposed toolkit, the study explores resources and tools for designing digital visualization aids used in teaching for

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Deykina, Alevtina, and V. Yanchenko. "Priorities in New Research on the Methodology of Teaching the Russian Language." Scientific Research and Development. Modern Communication Studies 10, no. 5 (2021): 26–31. http://dx.doi.org/10.12737/2587-9103-2021-10-5-26-31.

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The article presents a brief overview of recent linguistic and methodological studies, reveals the communicative orientation of dissertations in the specialty 13.00.02 - Theory and methodology of teaching and upbringing (Russian language, RFL), and demonstrates their scientific and methodological potential. In the modern socio-cultural situation, the development of the methodology of teaching the Russian language is facilitated by the reliance of researchers on the achievements of related sciences: psycholinguistics, ethnolinguistics, ethnomethodics, cognitive linguistics. The article stressed

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Shakirova, Dilfuza Zoidovna. "Implementation of innovative approaches in the teaching methodology of RFL into the educational process." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 5 (2021): 435–40. http://dx.doi.org/10.5958/2278-4853.2021.00429.8.

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Боженкова, Н. А., and Т. И. Сёмке. "MODERN LINGUOAXIOLOGY VS METHODOLOGY OF TEACHING RFL: POINTS OF INTERFACE AND PRACTICE OF IMPLEMENTATION." Russkii iazyk za rubezhom, no. 2(297) (May 10, 2023): 58–66. http://dx.doi.org/10.37632/pi.2023.297.2.011.

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В фокусе внимания авторов статьи – проблема конвергентной реализации лингводидактических/лингвокультурологических/лингвоаксиологических задач при создании учебных пособий по РКИ. Предлагается авторское трактование способов организации современных средств обучения, в связи с чем описываются особенности нового метода презентации учебного материала – казуального иллюстрированного нарратива (КИН), объясняются принципы отбора и экспликации лексико-грамматического материала через призму ценностного поля российской лингвокультуры. The authors focus on the problem of convergent implementation of lingu

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Senatorova, Olga A. "A сoursebook on linguocultural studies for foreigners studying the Russian language: concept and content". Russian Language Studies 18, № 3 (2020): 315–27. http://dx.doi.org/10.22363/2618-8163-2020-18-3-315-327.

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The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural st

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Rogoznaia, N. N., and M. Y. Permana. "“Looking-Glass” as a method in the methodology of RFL: the case of Indonesian-Russian Interlanguage." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 16, 2024): 44–50. http://dx.doi.org/10.25587/2587-5604-2024-3-43-49.

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The article is devoted to a new approach to the methodology of teaching Russian as a foreign language (RFL) by revealing and applying in practice the laws of functioning of mirror neurons that can activate the synchronous perception of units of a non-native language. The human mirror neuron system functions by mapping perceived actions directly to the motor system, observing and mimicking actions, and improving understanding of other people’s thoughts and actions through motor imitation. Mirror neurons play an important role in social cognition, copycat behavior, and understanding other people

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VASILYEVA, T. V. "HOW TO TRAIN YOUNG RFL TEACHERS TO WORK WITH FOREIGNERS IN RUSSIAN TECHNICAL UNIVERSITIES." PRIMO ASPECTU, no. 4(56) (December 2023): 92–96. http://dx.doi.org/10.35211/2500-2635-2023-4-56-92-96.

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The article presents the main reference points of the course of methodology for training future teachers of the Russian language to foreigners in technical universities of the Russian Federation on the basis of the methodological classification of language teaching for special purposes. The two components of the teacher's professionogram are considered in the most detail: subject competence (what to teach) and teaching competence (how to teach).

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Nikitina, Vlada V., Olga Y. Rozhdestvenskaya, Elena L. Cherkashina, Elena А. Vukolova, and Marianna A. Dudareva. "Cultural texts and intercultural competence in Russian as a foreign language lessons for medical-biological students." Revista Amazonia Investiga 14, no. 75 (2024): 167–72. http://dx.doi.org/10.34069/ai/2024.75.03.14.

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The aim of the research is to demonstrate the significance of using texts of cultural content in Russian as a foreign language (RFL) lessons. The subject of the article is the texts about the Russian scientists M.V. Lomonosov and I.P. Pavlov, extracted from basic RFL textbooks for students of a medical-biological profile in higher education. The authors of the article focus on the process of intercultural communication, which contributes to the formation of linguistic and cultural competence among foreign students in RFL lessons. The role of these texts in the formation of students' sociocultu

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Gagarina, Elena, Ksenia Gushchina, and Anna Matyushkova. "The linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language as one of the ways of adaptation of foreign students." SHS Web of Conferences 94 (2021): 02007. http://dx.doi.org/10.1051/shsconf/20219402007.

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The present article touches upon the problems of adaptation of foreign students in the multicultural region of Russia - the Astrakhan oblast. The article outlines the main methodological ways of solving them in the framework of education by updating the linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language (RFL), and gives descriptions of methodological models for the implementation of linguocultural adaptation of foreign students in the process of educational activities of the university based on the linguoregional specifics of the regi

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Nefedov, Igor V., and Anna V. Shi. "GAMIFICATION OF THE EDUCATIONAL PROCESS: GAMES IN RFL-CLASSES IN THE CHINESE AUDIENCE." Proceedings of Southern Federal University. Philology 26, no. 3 (2022): 158–68. http://dx.doi.org/10.18522/1995-0640-2022-3-158-168.

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Gamification of the educational process is one of the main ways to develop modern methods of RFL-teaching. Games undoubtedly increase motivation to learn Russian, make the educational process brighter, more colorful, more interesting, and, accordingly, more active. Intensification of the process of teaching Russian as a foreign language is one of the urgent problems of the teaching methodology of the Russian Language at this stage of its development. Many tutors working with Chinese students note the fact that quite often their students do not reach the required level of proficiency in the Rus

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Ли, Ц. "Разработка интегрированных подходов к обучению КРИ с использованием принципов российской теории перевода". Environmental management issues 3, № 8 (2024): 117–28. https://doi.org/10.25726/y0165-6088-3398-z.

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В данной статье рассматривается проблема применения интегрированных подходов к обучению русскому языку как иностранному (РКИ) на основе принципов российской теории перевода. Структура исследования соответствует традиционной научной модели IMRAD (введение, методология, результаты, и обсуждение). В условиях возрастающего интереса к русскому языку как средству международного общения актуальна задача повышения качества преподавания РКИ. Одной из ключевых проблем обучения является необходимость формирования у студентов не только языковой компетенции, но и коммуникативных навыков, включая интерпрета

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Tolmacheva, Elena V., Elena S. Parkhomova, and Elena N. Legochkina. "Implementation of the National and Regional Component in Teaching Russian to Foreign Students on a Project Method." Proceedings of Southern Federal University. Philology 25, no. 3 (2021): 163–71. http://dx.doi.org/10.18522/1995-0640-2021-3-163-171.

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There is a relevant problem of the development and formation of linguistic and cultural competence. The teaching of foreign students with the help of country-oriented material, the use of which makes it possible to overcome the problems of intercultural communication, is becoming increasingly important. In this regard, the article presents the implementation of the national-regional component in teaching Russian to foreign students on a project basis. The relevance of the work consists in the study of the project method and the development of a specific methodology. The purpose of the research

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Кондрашова, Н. В. "Исследование эффективных методик преподавания русского языка как иностранного для студентов из различных культурных и языковых сред в российских вузах". Management of Education 14, № 12-1 (2024): 169–75. https://doi.org/10.25726/m2757-0712-4344-d.

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Данная статья посвящена исследованию наиболее эффективных методик преподавания русского языка как иностранного (РКИ) для студентов из различных культурных и языковых сред в высших учебных заведениях Российской Федерации. Актуальность темы обусловлена растущей интернационализацией российского высшего образования и необходимостью адаптации методов обучения к потребностям студентов с разным языковым и культурным бэкграундом. Цель исследования - выявить и проанализировать наиболее результативные практики преподавания РКИ с учетом культурно-языковой специфики обучаемых. В работе использованы методы

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Юркина, Татьяна Николаевна. "STUDYING VERBS OF MOVEMENT IN THE COURSE OF RUSSIAN AS A FOREIGN LANGUAGE." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(112) (October 15, 2021): 231–37. http://dx.doi.org/10.37972/chgpu.2021.112.3.029.

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В данной статье охарактеризованы основные аспекты изучения глаголов движения в курсе русского языка как иностранного, а также приведены дидактические материалы, которые можно использовать для освоения названной лексико-семантической группы глаголов обучающимися. Актуальность настоящего исследования обусловлена прежде всего трудностью системы русского глагола, обладающего самой богатой парадигмой. Необходимость эффективного освоения русской глагольной системы особенно возрастает при изучении русского языка как иностранного (далее - РКИ). В статье представлен структурный и семантический анализ г

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Dzhabarov, Abdullo N., and Olga V. Maryina. "TEACHING RUSSIAN PHRASEOLOGY AT DANGARIN STATE UNIVERSITYIN A NON-NATIVE LANGUAGE ENVIRONMENT." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 63 (June 16, 2025): 34–37. https://doi.org/10.37386/2413-4481-2025-2-34-37.

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This study examines the methodology of teaching Russian phraseology in Russian as a Foreign Language (RFL) classes at Dangarin State University, where instruction occurs without the support of a natural language environment. The research highlights the dual nature of phraseology instruction: while essential for developing students’ lexical and grammatical competence, it presents significant challenges due to the inherent complexity of phraseological units, whose meanings often elude both foreign learners and native speakers alike. The conscious-comparative method emerges as a particularly effe

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Livinskaya, A. "Organizational and methodological features of choosing a blended learning model for RFL." Scientific Research and Development. Modern Communication Studies 11, no. 6 (2022): 68–73. http://dx.doi.org/10.12737/2587-9103-2022-11-6-68-73.

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At the moment the educational paradigm is undergoing significant changes, the issues related to the introduction of online technologies, optimization of the distance learning process are becoming more relevant. Even though all participants in the educational process are given a huge number of modern forms, techniques, technologies to solve methodological and educational problems, the most demanded is blended learning. In this regard, the issue of the methodology of formation of communicative competence of students in the format of blended learning RLI as the main trajectory in the construction

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Jing, Yang, and O. Nizkoshapkina. "Using the Storytelling Method in the Teaching of Russian as a Foreign Language to Form Russian-Speaking Communicative Competence in Students." Moscow Pedagogical Journal, no. 4 (December 27, 2023): 93–107. https://doi.org/10.18384/2949-4974-2023-4-93-107.

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Relevance. This topic seems relevant because in the conditions of higher education at Russian universities foreign citizens have to learn Russian as quickly as possible and at a level sufficient for further study, which makes it essential to use the most recent pedagogic technologies one of which is the storytelling method.Aim. To prove that the formation of RCC (Russian-speaking communicative competence) of foreign students will be more efficient with the use of the storytelling method in RFL (Russian as a Foreign language) classes.Methodology. At the exploratory stage, scientific and methodo

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Kuznetsov, Andrey Andreevich. "New type of learning environment based on a cross-platform learning model: methodology and testing." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 57–75. http://dx.doi.org/10.51314/2073-2635-2021-1-57-75.

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The author presents a multi-component practical study of a new type of electronic educational environment on the example of the author’s cross-platform project Langteach-online, aimed at teaching foreign students Russian. A new type of elearning environment will allow you to create online courses without the use of Western learning management systems, such as LMS Moodle, Schoology, and others with the integration of mobile devices that are trained in the learning process in mixed and distance formats. The methodology of this study will allow creating multidisciplinary online courses for teache

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Дунаева, Л. А. "PROBLEMS AND PROSPECTS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF THE ENVIRONMENTAL APPROACH. CONTRIBUTION OF IRINA ALEKSANDROVNA OREKHOVA." Russkii iazyk za rubezhom, no. 6(301) (December 20, 2023): 16–21. http://dx.doi.org/10.37632/pi.2023.301.6.002.

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В статье рассматривается роль средового подхода в формировании теории и методики обучения РКИ, направления его влияния на конструирование современной системы обучения РКИ, функционирующей в условиях цифровой трансформации образования. Особое внимание уделено исследованиям А. А. Леонтьева и И. А. Ореховой, заложившим методологические основы реализации в лингвометодических целях обучающего потенциала естественной языковой среды. Обсуждаются механизмы создания лингводидактической языковой среды, способы и приемы использования ее средств, ресурсов и инструментов. The article examines the role of t

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Зарубина, И. А., та Е. В. Воропаева. "The use of the native language at the initial stage of education as a way to adapt Сhinese students in the context of linguistic and cultural shock". Modern Humanities Success, № 7 (29 липня 2024): 244–48. http://dx.doi.org/10.58224/2618-7175-2024-7-244-248.

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данная статья посвящена изучению улучшения методики преподавания РКИ для китайских студентов на начальном этапе обучения посредством использования родного языка учащихся. Для исследования было проведено анкетирование китайских студентов первого курса, начинающих изучать русский язык, чтобы выяснить потребность использования китайского языка на начальном этапе обучения. Результаты анкетирования показали с какими трудностями сталкиваются студенты при изучении русского языка и адаптации в российском вузе. Также, для примера и сравнительного анализа, рассматривается методика преподавания китайског

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Petrova, S. M. "The place of the digital «ecumene» in the system of teaching the Russian language to foreigners at neFU." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 4, 2023): 43–50. http://dx.doi.org/10.25587/2587-5604-2023-3-43-50.

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The article analyzes new trends in the development of modern Russian studies related to the search by methodologists for effective forms and means of teaching the Russian language to foreigners. The ways and techniques of developing modern scientific thinking for the practical study of the Russian language by foreigners are explored; attention is drawn to the creation of a new vector of methods for teaching the Russian language to foreigners, associated with the democratization of language norms; talks about the role of digital technologies in philological education and new directions of disci

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Лебедева, М. Ю. "I'M GIVEN A CORPUS – WHAT TO DO WITH IT? CORPUS TECHNOLOGIES IN RUSSIAN LANGUAGE TEACHING AND LEARNING." Russkii iazyk za rubezhom, no. 6(283) (January 12, 2021): 4–13. http://dx.doi.org/10.37632/pi.2020.283.6.001.

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Статья посвящена корпусной лингводидактике – прикладной междисциплинарной области, изучающей возможности, преимущества и ограничения применения языковых корпусов в обучении языку. В сфере обучения русскому языку, в том числе РКИ, это направление только развивается, однако уже сейчас очевиден потенциал корпусного подхода как в практике преподавания языка, так и в развитии методики РКИ; как на уровне создания учебных материалов, так и на уровне разработки автоматизированных обучающих систем и других продуктов на стыке лингводидактики и информационных технологий. В статье предлагается обзор напра

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Го, Ц. "PRINCIPLES OF TEACHING ORAL MONOLOGUE IN RUSSIAN AS A FOREIGN LANGUAGE USING VLOGS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 1(122) (April 1, 2024): 089–97. http://dx.doi.org/10.37972/chgpu.2024.122.1.011.

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В статье анализируются дидактические и методические принципы, обеспечивающие развитие устно-речевых умений на русском языке как иностранном (РКИ). Коммуникативная направленность обучения иностранному языку предполагает овладение прежде всего умениями иноязычной устной речи, что соответствует социальному заказу современного общества. С развитием международных контактов расширяется сфера использования иностранного языка для достижения различных целей общения. В этих условиях осуществляется поиск эффективных технологий и средств обучения, обладающих высоким лингводидактическим потенциалом. В посл

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Prokofyeva, L. P., N. I. Pavlova, and O. E. Mikhaylova. "Russian as a non-native and foreign language in modern higher education: methods, tutorials, individual learning strategies." Philology and Culture, no. 3 (October 5, 2023): 257–63. http://dx.doi.org/10.26907/2782-4756-2023-73-3-257-263.

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The article highlights the methodological techniques and technologies that are relevant to the methodology of teaching Russian as a foreign language and allow teaching the language of a specialty from any level to the required one. The methodological basis of the Russian language, which has gained a foothold in the Russian Federation in the status of a native, second native, non-native, second, and foreign Russian language, motivates RFL teachers to develop and implement modern technological methods that make it possible to build the system of education for this contingent in a Russian univers

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Mendoza Godoy, Diego. "Employing the R2L methodology with translanguaging to support written production of the daily routine genre." Arboles y Rizomas 6, no. 2 (2024): 76–95. https://doi.org/10.35588/ayr.v6i2.6794.

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This paper presents a pedagogical action research project conducted at a Chilean tertiary education institution which explores the teaching of written production in English as a foreign language (EFL). It examines the application of the Reading to Learn (R2L) methodology, based on the principles of Systemic Functional Linguistics (SFL), which provides systematic support for students to produce a variety of genres. The intervention consists of two phases in which the R2L methodology is employed for teaching the daily routine genre. In this study, the R2L methodology focuses on allowing students

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Юркина, Татьяна Николаевна, and Елена Александровна Данилова. "FORMATION OF LINGUISTIC COMPETENCES WHEN STUDYING THE GRAMMATICAL CATEGORY OF THE CASE IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(108) (October 20, 2020): 230–37. http://dx.doi.org/10.37972/chgpu.2020.108.3.027.

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В настоящей статье представлена методика работы по обучению студентов-иностранцев образованию и употреблению русских падежных форм и описана последовательность знакомства обучающихся с падежами. Актуальность исследования, обусловленного богатством и разнообразием семантических оттенков русской падежной системы и вариантов падежных окончаний, возрастает в практике преподавания русского языка как иностранного (далее - РКИ) как в связи с увеличением контингента студентов-иностранцев, так и с ролью падежных форм в речи. Владение нормативными формами образования и употребления русских падежных форм

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Wenwen, Tang. "Comparative analysis of the development of foreign language testing in Russia and China." Moscow Pedagogical Journal, no. 2 (July 1, 2024): 85–95. https://doi.org/10.18384/2949-4974-2024-2-85-95.

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Aim. 1) To identify the features inherent in testing as a method of control in Russian and Chinese pedagogy; 2) to describe the features of Chinese testing that teachers need to pay attention to in order to successfully take test control in Chinese audiences.Research methods. 1) theoretical: analysis, synthesis, modeling; 2) practical: a) observation; b) conversations with teachers and students.Results. The results we obtained helped us to identify the main features of working with test materials in Chinese audience, to create an optimal model for using tests, taking into account the peculiari

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Davletbaeva, Raisa G., and Zaliya D. Battalova. "Formation of Linguoculturological Competence of Foreign-Language Students in the Process of Teaching Russian." Scholarly Notes of Transbaikal State University 18, no. 2 (2023): 135–44. http://dx.doi.org/10.21209/2658-7114-2022-18-2-135-144.

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This article is devoted to the actual problem of formation of linguoculturological competence (LCC) of foreign-speaking students in the process of teaching Russian as a foreign language (RFL). By comparing the two language systems and determining their national and cultural specifics of the native and studied languages, serious differences are revealed that cause difficulties in mastering the Russian language. The result of the analytical study has shown the need to form the LCC of foreign students, which, in our opinion, will lead to a conscious perception and understanding of the national an

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Ivlieva, S. М. "THE SCIENTIFIC STYLE OF SPEECH IN THE CLASSES FOR THE MOVEMENT TRAINING OF FOREIGN STUDENTS." Opera in linguistica ukrainiana, no. 30 (October 23, 2023): 157–63. http://dx.doi.org/10.18524/2414-0627.2023.30.283866.

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The relevance of the study lies in the presentation of the methodological strategy, the formation of skills and methods of teaching ULF, the identification of common communication problems that arise in foreign students at the initial stage who study in a non-native language. The analysis of modern sources highlights the expansion of the range of research material on topic of teaching foreigners in Ukrainian, the emergence of relevant research and development of text and illustrative material based on modern Ukrainian reality, specifically on Ukrainian topics, unlike in the past, when only the

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Boers, Frank. "Cognitive Semantic ways of teaching figurative phrases." Review of Cognitive Linguistics 9, no. 1 (2011): 227–61. http://dx.doi.org/10.1075/rcl.9.1.11boe.

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In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of seco

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Rattanaprom, Wattana. "Failure of Research-Based Learning Implementation in Basic Education." International Education Studies 12, no. 4 (2019): 19. http://dx.doi.org/10.5539/ies.v12n4p19.

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This study focuses on identifying the barriers and obstruction factors of Research-Based Learning (RBL) which was implemented in the schools under “Pohpanpanya” Youth Researcher Development Research Program. RBL consists of three domains: Contemplative Education (CE), System Thinking (ST) and Professional Learning Community (PLC). Those are processes of coaching and mentoring master teachers (MTs) to coach and facilitate their students for RBL. This research program was implemented in ten volunteering schools which were substantially improving the learning outcomes of their students. However,

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Schuhmacher, Elcio, and Vera Rejane Niedersberg Schuhmacher. "Computational thinking and creativity: interrelationships with problem solving." Concilium 23, no. 11 (2023): 157–70. http://dx.doi.org/10.53660/clm-1425-23g14.

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The present work is the report of a research, using the EPECREL methodology developed by the Educational Technology Study Group – GETEC-EDU of the Postgraduate Program in Teaching Natural Sciences and Mathematics at FURB, with the objective of developing a methodology for Teaching Computational Thinking using Free Educational Robotics (EPECREL). This methodology was thought and developed to be applied in a transdisciplinary and multireferential environment and has its reference in Ausubel's theory of Assimilation and in Vygotsky. The EPECREL methodology makes use of Free Educational Robotics (

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Danilina, Olga. "From the experience of using media texts in RFL classes in a group of 4th-year philology students of Shenzhen MSU-BIT University." Litera, no. 6 (June 2023): 42–50. http://dx.doi.org/10.25136/2409-8698.2023.6.40931.

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Recently, the concept of a language environment has acquired particular importance in the methodology and practice of teaching RFL, the key component of which is a textbook accompanied by culturological materials, including media texts, understood as "dynamic complex units of the highest level through which speech communication is carried out in the field of mass communications" (N. A. Kuzmina). Being the main unit of the media stream division, it unites various types of media products. Taking into account the current stage of technology development, the use of media texts at the B2-C1 languag

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Алина Давыдовна, Ахвандерова,, and Юркина, Татьяна Николаевна. "TEACHING THE NORMS FOR PRODUCTION OF THE STRESS IN RUSSIAN." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 3–9. http://dx.doi.org/10.37972/chgpu.2022.117.4.001.

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Знакомство иностранных обучающихся с русским языком начинается с изучения алфавита и произношения букв, параллельно усваиваются простейшие коммуникативные модели, необходимые в жизненных речевых ситуациях, и формируются навыки говорения и чтения. Формирование названных лингвистических компетенций начинается на вводно-фонетическом курсе, далее на сопроводительном и корректировочном курсах происходят коррекция и закрепление фонетических навыков. Теоретической и методической базой настоящего исследования являются труды в области фонетики современного русского языка (Р. И. Аванесов, Л. В. Бондарко

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Menco-Haeckermann, Victor. "From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning." Signo 46, no. 86 (2021): 147–63. http://dx.doi.org/10.17058/signo.v46i86.16522.

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Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia

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Scott, Andrew Glencairn, and Tanja Hafenstein. "Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults." Signo 46, no. 86 (2021): 103–20. http://dx.doi.org/10.17058/signo.v46i86.15904.

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This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our l

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Brown, Chris. "Research learning communities: How the RLC approach enables teachers to use research to improve their practice and the benefits for students that occur as a result." Research for All 1, no. 2 (2017): 387–405. http://dx.doi.org/10.18546/rfa.01.2.14.

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This article explores the research learning communities (RLC) model that the author has pioneered and its potential to be an effective way of fostering and embedding research-informed practice among teachers. The article begins by setting out the origins of the RLC approach and the theoretical and conceptual thinking that underpins the model, as well as the practical elements of how RLCs are run and delivered. It then uses the case study of one teaching school alliance – Excellence Together – to illustrate how the RLC approach has led not only to teachers within this specific alliance engaging

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Rahayu, Noviarti, and Harni Kartika Ningsih. "ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES." English Review: Journal of English Education 11, no. 3 (2023): 745–56. http://dx.doi.org/10.25134/erjee.v11i3.8680.

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This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Mo

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Klímová, Blanka Frydrychová. "PEDAGOGICAL APPROACHES AND PRINCIPLES TO THE TEACHING OF ENGLISH FOR ACADEMIC PURPOSES." Discourse and Interaction 7, no. 1 (2014): 19. http://dx.doi.org/10.5817/di2014-1-19.

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As internationalization and globalization in higher education intensifi es, there are ever increasing numbers of students who travel beyond their own country’s borders to study. Thus, English for Academic Purposes (EAP) is a methodology which is at once growing in importance and becoming more widespread. Therefore the purpose of this article is to discuss eight pedagogical principles and approaches to the teaching of English in an academic environment, which can help to enhance both non-native students’ and academics’ learning of EAP. These approaches and principles refl ect unique conditions

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Z.I., Godizova, and O. V. Danilina. "Modern Means of Teaching Russian as Foreign Language." Vestnik of North Ossetian State University, no. 1 (March 25, 2024): 68–77. http://dx.doi.org/10.29025/1994-7720-2024-1-68-77.

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In the modern system of teaching RFL, an important role is given to teaching aids, tools of the educational process, ensuring the achievement of the main goal of teaching RFL – the formation of communicative competence among students. The purpose of this article is to analyze modern means of teaching RFL, assessing their effectiveness and illustrating their use in the process of teaching the disciplines “Russian Verb” to 1st-year undergraduates, “Modern means of teaching RFL” to 2nd-year undergraduates studying in the field of “Philology” (profile “Theory and practice of teaching RFL (Russian

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Kolomeytseva, Ekaterina Borisovna, and Andrei Pavlovich Matveev. "Principles of andragogy in the aspect of teaching Russian as a foreign language in intensive training courses." Philology. Theory & Practice 17, no. 12 (2024): 4754–61. https://doi.org/10.30853/phil20240672.

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The article is devoted to the principles of andragogy as a developing part of general pedagogy in the context of teaching Russian as a foreign language (RFL). The purpose of the study is to determine the principles of andragogy that are most applicable in teaching RFL and to develop an effective lesson structure based on them. In the article, the authors compare the principles of teaching, select effective methods of working with adult learners in RFL lessons. The focus is on aspect-based teaching in intensive training courses for adult students, so the authors elaborate on the lesson plan, wh

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