scholarly journals METHOD OF DESIGN ON PRACTICAL LESSONS OF UKRAINIAN AS A FOREIGN LANGUAGE

2019 ◽  
pp. 31-39
Author(s):  
Svitlana Derba
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Skills ◽  
Project Method ◽  
New Methods ◽  
Collective Work ◽  
Level Of Knowledge ◽  
Education Model ◽  
Power Point

The article discusses the expediency of using the project method in practical classes in Ukrainian for foreign students. This kind of work directs students to activate all knowledge and to form a new one while working on the project. In addition, this type of work is extremely interesting for the representatives of the jet nations, because it comprises both individual and collective work. The author lists a large number of projects and their types that can be offered to international students. But it should be beared in mind that the topics have to be interesting for the students and correspond to their age, education, level of knowledge of the Ukrainian language. The expediency of using the project method as a form of realization of students’ individual work is substantiated. It will allow to teach students to find ways to solve a certain problem, to argue their choice, to create and correctly design their project, to submit a job, to be able to answer questions. The teacher offers students topics and types of projects. Foreigners choose what they like. Further, the teacher should advise them on the structure of work, methods and timing, the presentation of the material and the results of the study. Students present their work, usually either as Power Point presentations or as videos. When working on them, it is of utmost importance that they voice and present their projects in Ukrainian. The author draws attention to the fact that modern linguists emphasize the need to attract new methods, their techniques, technologies for teaching foreign students. The use of the project method will allow students to apply language skills, as well as to gain new skills while preparing for the work. Nowadays, the project method is a recognized methodology of a practically oriented education model worldwide.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

scholarly journals ANALYSIS OF PROBLEMS RELATED TO PRE-UNIVERSITY EDUCATION OF FOREIGN STUDENTS IN CHINA

2021 ◽  
pp. 110-115
Author(s):  
O.N. Boldyreva ◽  
He Ting
Keyword(s):  
International Students ◽  
Foreign Students ◽  
Vocational Training ◽  
Language Skills ◽  
University Education ◽  
Educational Materials ◽  
Reading And Writing ◽  
Reading Professional ◽  
University Training

International students who have arrived in China after passing the HSK 4 level as language requirements required for admission face difficulties in studying such disciplines as listening, speaking, reading and writing. On the HSK 4 exam, it is difficult to effectively test the language skills required for vocational training. The vocabulary studied and the number of examination questions do not satisfy the needs of reading professional educational materials. The article suggests measures to improve pre-university training.

scholarly journals Intercultural Competence as a Premise for Professional and Personal Teacher Development: the Case of Master Degree Studies in Music Education

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 81-96
Author(s):  
Jolanta Lasauskienė ◽  
Xiangou Wang ◽  
Yiwei Zhang
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Music Education ◽  
Intercultural Competence ◽  
Foreign Students ◽  
Qualitative Content Analysis ◽  
Language Skills ◽  
Music Educators ◽  
Educational Sciences ◽  
Foreign Language Skills

The aim of the article is to analyse intercultural experience of foreign students enrolled in Master study programmes of Music Education, revealing tendencies in expression of intercultural competence and possibilities of its development in the university. The sample of the research included 27 foreign Master’s degree students (Chinese) of the Department of Music of the Faculty of Education at Lithuanian University of Educational Sciences. The research problem is determined by the question how intercultural competence of foreign Master students – future music educators – is expressed and what possibilities of its development at university are observed. Research methods. The data was collected in accordance with the method of written student reflections. The analysis of qualitative data was done through qualitative content analysis. The following conclusions are drawn in the article: Contemporary music educators have to be ready to conduct research, to critically evaluate and creatively improve current educational environment in terms of cultural, artistic and educational needs. Intercultural competence of music educators is determined as a person’s quality, an aggregate of knowledge, skills and attitudes that are necessary for successful activity of music educators in the context of interaction among different cultures. The results of the qualitative content analysis revealed that the foreign Master’s degree students in Lithuanian University of Educational Sciences relate music educator’s intercultural competence with knowledge and understanding of cultural phenomena, foreign language skills, involvement in musical cultural activities, ability to communicate with representatives of other cultures as well as with attitudes and personal qualities that facilitate music educator’s activities. Foreign students envisage a significant importance of intercultural knowledge, cultural identity and learning from other cultures to intercultural competence of music educators. Studies abroad are considered to be a priority factor in music educator’s intercultural competence, which encourages learning of other cultures, confirms importance of foreign language skills and opens a path towards personal and professional improvement. The results of the qualitative content analysis highlighted that the academic environment (study content and methods, relations between university teachers and students) has the most considerable impact on intercultural competence development.

scholarly journals Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

2021 ◽  
Vol 49 (1) ◽  
pp. 276-288
Author(s):  
Ekaterina A. Romanova ◽  
◽  
Marina A. Volkova ◽  
Li Baohun ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Information Technologies ◽  
Chinese Students ◽  
Russian Language ◽  
Chinese Universities ◽  
Modern Information ◽  
Russian Universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

scholarly journals MAKING­A­TARGET­LANGUAGE­YOURS­BY­THINKING­IN­IT

2013 ◽  
Vol 2 (2) ◽  
pp. 76-81
Author(s):  
ANI MANUKYAN
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
World View ◽  
Foreign Languages ◽  
The World ◽  
Basic Understanding ◽  
Level Of Knowledge ◽  
To Come ◽  
Main Thing ◽  
General Communication

The fact that the knowledge of foreign languages ??contributes to the emotions of a positive and positive business man, as well as changes his worldview, is discussed Niyu does not fall under. This article deals with the research of scientists, who, according to certain foreign languages, think differently than those who do not own them. Moreover, the level of knowledge of a foreign language does not have a meaning, the main thing is general communication in this language. According to the notes, when studying a foreign language, one should not only pay attention to the language and language skills of the language, but also try to come close to the present language of thinking about thinking. This explains the fact that the world view of foreign foreign languages ??is different. The latter are perceived by different world cultures according to ben no mo free. Scientists argue that studying foreign languages ??contributes to the basic understanding of their own culture.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
pp. 40-49
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

scholarly journals Blended Learning as a Means of Foreign Students’ Integration into a University Educational Process

2021 ◽  
Vol 16 (06) ◽  
pp. 259
Author(s):  
Nadezhda Kuzmina ◽  
Darya Kochkina ◽  
Maksim Kuzmin
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
School Environment ◽  
Foreign Students ◽  
Flipped Classroom ◽  
Language Skills ◽  
Educational Process ◽  
State University ◽  
The University ◽  
Development Course

This paper considers the problem of blended learning as a means of foreign students’ integration into higher school environment. This process is not that simple, it demands special methods to help foreign students to be integrated easily. The use of blended learning in education facilitates easy students’ integration and leads to positive learning results. However, the application of blended learning is connected with challenges both educators and foreign students can face. The aim of the article is to consider and assess the use of blended learning at the lessons of English implemented into a university educational process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s programs). The findings show that the majority of those surveyed do understand the importance of blended learning as a means of foreign students’ integration, but they are not familiar with the types and how to use them. Based on the results of this analysis, the authors applied blended learning into the process of English teaching, such as flipped classroom, station rotation, and a new online language development course, “Methodological support to the textbook by McCarthy, M. “Touchstone”. The drawn conclusions indicate that blended learning allows not only to boost foreign language skills, but to promote easy foreign students’ integration into the educational process of the university.

Intercultural Problems In Teaching Russian Language To Foreign Students

2016 ◽  
Vol 5 (2) ◽  
pp. 41-46
Author(s):  
Колесникова ◽  
L. Kolesnikova
Keyword(s):  
High School ◽  
International Students ◽  
Foreign Language ◽  
Personal Experience ◽  
Foreign Students ◽  
Russian Language ◽  
Approaches To Teaching ◽  
Russian Culture ◽  
Scientific Approach ◽  
The Russian Language

The article discusses the main features of intercultural teacher of high school, in particular, a teacher of Russian as a foreign language with the audience. The conclusion is that the modern university teacher must know the culture and the mentality of their students, to be a mediator of cultures and translator of Russian culture. Questions intercultural teacher of high school with international students are considered on the example of the Chinese students. The article is interesting for its examples, as well as the description of the author’s personal experience. The scientific approach in an article originally combined with the inclusion of elements of the pedagogical experiment that allows the author to show the most effective approaches to teaching foreign students the Russian language.

Does knowing foreign language pay off in the Russian labor market?

2019 ◽  
pp. 122-141 ◽  
Author(s):  
Ksenia V. Rozhkova ◽  
Sergey Yu. Roshchin
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Developing Economies ◽  
Language Skills ◽  
Age Groups ◽  
Wage Premium ◽  
Economic Returns ◽  
Market Outcomes ◽  
Level Of Knowledge ◽  
Foreign Language Skills

Though foreign language is widely accepted as an important form of human capital and a factor of economic growth, the labor market outcomes for foreign language skills in developing economies remain understudied. This research explores the returns to different levels of foreign language skills in the Russian labor market and tries do disentangle the differences in return associated with job characteristics. The results indicate positive wage premium for foreign language skills in Russia which approximately equals to 9% when controlling for job-related characteristics. Moreover, wage premium for advanced level of knowledge reaches 24%. However, there is considerable heterogeneity in the economic returns across age groups, levels of education, and occupations. The highest return to foreign language skills is obtained by managers and results to be 13%. For elementary occupations the estimate appears to be insignificant which proves that return to foreign language skills exists only for a limited number of specific jobs.

Sign in / Sign up

Export Citation Format

Share Document