Socio-Cultural Adaptation of Migrant Children by Means of Russian Language

2016 ◽  
Vol 4 (4) ◽  
pp. 24-26
Author(s):  
Проскурня ◽  
I. Proskurnya
Keyword(s):  
Foreign Language ◽  
Cultural Adaptation ◽  
Effective Means ◽  
Russian Language ◽  
Migrant Children ◽  
Psychological Characteristics ◽  
Cultural Component ◽  
Gaming Activity ◽  
The Russian Language

The article considers the socio-cultural component of the process of adaptation of children who immigrated with his parents in Russia, taking into account the psychological characteristics of the younger schoolchild. It is proposed to use a gaming activity, which involves the puppet characters, as an effective means of acquaintance with the Russian language, which stands for many of these children as a foreign language.

scholarly journals Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

2021 ◽  
Vol 18 (2) ◽  
pp. 194-206
Author(s):  
Ljudmila P. Dianova
Keyword(s):  
Foreign Language ◽  
Modern Science ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Verbal Creativity ◽  
Ethnic Language ◽  
Cultural Component ◽  
Symbolic Content ◽  
The Russian Language

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

scholarly journals AHMED TSALIKOV – TRANSLATOR OF POETRY K.L. KHETAGUROVA IN RUSSIAN LANGUAGE (ACCORDING TO THE MATERIALS OF THE MAGAZINE "CAUCASIAN HIGHLANDER")

Kavkaz-forum ◽  
2021 ◽  
pp. 16-30
Author(s):  
Е.Б. Дзапарова
Keyword(s):  
Foreign Language ◽  
Syntactic Structure ◽  
Russian Language ◽  
Original Text ◽  
Idiomatic Expressions ◽  
Poetic Translation ◽  
General Meaning ◽  
Cultural Component ◽  
The Russian Language ◽  
Translation Principles

В настоящем исследовании впервые рассмотрена статья известного осетинского публициста, писателя Ахмеда Тембулатовича Цаликова «Мотивы поэзии Коста», опубликованная в эмигрантском журнале «Кавказский горец». В публикации А. Цаликова, посвященной 18-летней годовщине со дня смерти К.Л. Хетагурова, представлен анализ магистральных стихотворений из сборника поэта «Ирон фæндыр»: «Додой», «Ракæс», «Ныфс», «Сидзæргæс» и др. Исследуя поэтическое творчество К.Л. Хетагурова, А. Цаликов обращается к русскоязычным переводам стихотворений, большинство из которых выполненных самим автором публикации. Буквальное переложение А. Цаликовым стихотворений К.Л. Хетагурова на русский язык не позволяло нам анализировать переводные тексты по канонам поэтического перевода. Стихотворения, лишенные формообразующих средств – ритма, рифмы, местами строфики, анализировались по уровню адекватной передачи общего смысла исходного текста, лексических средств с национально-культурным компонентом в основе, в их числе междометия, идиоматические выражения, по степени сохранения А. Цаликовым в единицах переводах прагматического потенциала. В ходе анализа данных произведений нами установлены основные переводческие принципы, доминирующие при передаче единиц с национально-культурной семантикой; выявлено, что А. Цаликов использует смысловую замену, дефразеологизацию, описательно-разъяснительный перевод, опущение (элиминацию). В некоторых русскоязычных переводах стихотворений К. Хетагурова переводчик старался сохранить синтаксический строй оригинала, есть попытка придать ритм, рифмовать окончания строк, для чего используется инверсия (стих.-е «Æнæ хай»). «Объяснение» смысла некоторых лексем вынуждало А. Цаликова прибегать к нарушению лаконичности единиц перевода. Переводы А. Цаликова, естественно, не являются образцами переводческого мастерства. Труд переводчика ценен своей попыткой познакомить иноязычного читателя с творчеством гения осетинской литературы. This study is the first to consider the article by the well-known Ossetian publicist, writer Akhmed Tembulatovich Tsalikov "Motives of Kosta's Poetry", published in the émigré magazine "Caucasian Highlander". In A. Tsalikov's publication dedicated to the 18th anniversary of the death of K.L. Khetagurov, an analysis of the main poems from the poetic collection "Iron fandyr" is presented: "Dodoy", "Rakæs", "Nyfs", "Sidzærgæs" and others. Analysing Khetagurov’s poetry A. Tsalikov refers to the Russian-language translations of the poems, most of which were made by the author of the publication himself. A. Tsalikov's literal arrangement of the poems by K.L. Khetagurova into Russian did not allow us to analyze translated texts according to the canons of poetic translation. Poems, devoid of formative means - rhythm, rhyme, sometimes stanza, were analyzed according to the level of adequate transmission of the general meaning of the original text, lexical means with a national-cultural component at the base, including interjections, idiomatic expressions, according to the degree of preservation by A. Tsalikov in translation units of the pragmatic potential. In the course of the analysis, we have established the basic translation principles that dominate in the transfer of units with national and cultural semantics; it was revealed that A. Tsalikov uses semantic substitution, defraseologization, descriptive and explanatory translation, omission (elimination). In some Russian-language translations of K. Khetagurov's poems, the translator tried to preserve the syntactic structure of the original, with the aim of giving rhythm, rhyme line endings, for which inversion is used. “Explaining” the meaning of some lexemes forced A. Tsalikov to resort to breaking the brevity of translation units. A. Tsalikov's translations, of course, are not examples of translation skills. The work of the translator is valuable for his attempt to acquaint a foreign language reader with the work of the genius of the Ossetian literature.

scholarly journals System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students

2019 ◽  
Vol 8 (1) ◽  
pp. 322-330
Author(s):  
Lyudmila Gienovna Yun
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Engineering Students ◽  
Chinese Students ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Teaching Aids ◽  
Video Lectures ◽  
High Level ◽  
The Russian Language

The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

scholarly journals SOCIOCULTURAL KNOWLEDGE AS A MEANS OF ADAPTATION IN A FOREIGN LANGUAGE (AT THE LESSONS OF RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.E PETROVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Adaptation ◽  
Foreign Students ◽  
Young Person ◽  
Russian Language ◽  
Point Of View ◽  
Common Problems ◽  
Optimal Set ◽  
The Russian Language

The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" on socio-cultural topics: "Youth is the future of the planet." This lexical topic is intended for study and discussion by foreign students studying Russian at the basic or first certification level. Depending on the distribution of academic hours for studying the Russian language, this topic can be considered both in the preparatory department and in the 1st or 2nd year. Of course, the topic is fertile enough for discussion at any stage of language learning, however, from the point of view of the socio-cultural adaptation of foreigners, it is advisable to conduct a lesson on such a topic when students acquire sufficient vocabulary, and knowledge of the language reaches a level where the student can ask a question, formulate and argue your point of view. In the methodological development, not only textual material and a system of tasks for the development of speech skills are presented, but also a dictionary of the topic with an optimal set of vocabulary on this topic and a system of grammatical and syntactic exercises. The lexical topic and the entire structure of the lesson allows students not only to exchange opinions, but to look at this problem through the eyes of a Russian-speaking young person, to find common problems for all and ways to solve them.

scholarly journals Working with  special texts during the lessons  russian as a foreing language

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 201-206
Author(s):  
Aygul Restamovna Salakhova ◽  
Tatjana Albertovna Burtceva ◽  
Lada Alekseevna Moskaleva
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Cultural Adaptation ◽  
Russian Language ◽  
Language Level ◽  
Language Classes ◽  
The Russian Language

The proposed article reveals the issues of professionally oriented teaching in Russian as a foreign language (RFL) for students and postgraduates, considering the difficulties of social and cultural adaptation. The authors show and substantiate the necessity and features of organizing stage-by-stage work with special texts based on the principle of continuity, an algorithm for working with such text materials is proposed, certain types of tasks are given for the formation of the necessary skills among students and graduate students in analytical types of work with text, and further prospects are demonstrated for enhancing the knowledge, skills and abilities acquired during the Russian language classes. The article discusses possible approaches to solve the problems of classroom and independent educational and scientific activities of students in the assimilation and progressive processing of information in the language material of special texts, which will not only improve the language level of students, but also their motivation in linguistic and professional terms.    

Working with a Compliment at the Initial Stage of Learning Russian as a Foreign Language

2020 ◽  
Vol 9 (3) ◽  
pp. 53-58
Author(s):  
O. Ariskina ◽  
E. Dryangina ◽  
P. Chuchkin
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Initial Level ◽  
Effective Means ◽  
Foreign Student ◽  
Russian Language ◽  
Communication Process ◽  
Initial Stage ◽  
Speech Genre ◽  
The Russian Language

Today, one of the top priorities for linguistics is to study the factors that influence the effectiveness of interpersonal and intercultural communication. In the speech behavior of a communicative personality, a special place is occupied by such an objective speech genre as a compliment. A compliment is one of the most effective means of establishing contact between people. This genre of speech etiquette can play no less a role in the communication process than, for example, greeting, farewell or congratulations, and in many situations is a more appropriate and effective means of communication. However, such a genre as “compliment” is practically absent in the speech tools of a foreign student who is at the initial level of learning the Russian language. In the scientific literature, this topic is covered quite poorly (the emphasis is mainly on the advanced stage). Yet students of the initial level of study Russian as a foreign language (A1-A2) are quite able to master the simplest tactics and strategies of compliment (direct nomination, comparison). This work is devoted to the description of the introduction of the system of exercises on compliment at the initial level of learning Russian as a foreign language.

Working with  special texts during the lessons  russian as a foreing language

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 201-206
Author(s):  
Aygul Restamovna Salakhova ◽  
Tatjana Albertovna Burtceva ◽  
Lada Alekseevna Moskaleva
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Cultural Adaptation ◽  
Russian Language ◽  
Language Level ◽  
Language Classes ◽  
The Russian Language

The proposed article reveals the issues of professionally oriented teaching in Russian as a foreign language (RFL) for students and postgraduates, considering the difficulties of social and cultural adaptation. The authors show and substantiate the necessity and features of organizing stage-by-stage work with special texts based on the principle of continuity, an algorithm for working with such text materials is proposed, certain types of tasks are given for the formation of the necessary skills among students and graduate students in analytical types of work with text, and further prospects are demonstrated for enhancing the knowledge, skills and abilities acquired during the Russian language classes. The article discusses possible approaches to solve the problems of classroom and independent educational and scientific activities of students in the assimilation and progressive processing of information in the language material of special texts, which will not only improve the language level of students, but also their motivation in linguistic and professional terms.    

scholarly journals The Use of Interactive Methods in Comprehensive Teaching of the Russian Language and Culture of Speech to Foreigners

2021 ◽  
pp. 186-194
Author(s):  
O. M. Kirichenko ◽  
◽  
S. A. Shpetna ◽  
Keyword(s):  
Foreign Language ◽  
World Literature ◽  
Effective Means ◽  
Educational Process ◽  
Russian Language ◽  
Interactive Methods ◽  
Interactive Teaching ◽  
Language And Culture ◽  
National University ◽  
The Russian Language

The article examines the problems of using interactive methods in the comprehensive teaching of the Russian language and culture of speech to foreigners based on the experience of teachers, working at the Department of World Literature and Russian Linguistics of Luhansk Taras Shevchenko National University. The author also analyses current interactive forms and methods of education, considering the specifics of the subjects taught. The problem of interactive teaching as a form of educational process is discussed on the example of students studying the discipline „The Russian language and culture of speech”. The methods of interactive teaching, used during practical classes in the aforementioned discipline, are demonstrated as an illustration of some theoretical provisions that reveal the very essence of interactive teaching. According to the author, the technology of interactive teaching is an effective means of intensification and optimization of the educational process, as well as increasing the interest and motivation of students to learn Russian as a foreign language. The use of interactive teaching technology in the process of preparation of a teacher to school contributes to the development and improvement of foreign language communication skills of future professionals and the formation of their personal and professional qualities, which is the key to successful functioning in modern educational space.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

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