scholarly journals Organization of near-term programs of academic mobility by the example of Russian language and culture schools for foreign students of Northern (Arctic) Federal University

2016 ◽  
Author(s):  
Maksim Aleksandrovich Martynov ◽  
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Academic Mobility ◽  
Language And Culture ◽  
Near Term

scholarly journals Indian Students at a Russian Regional University: Socio-economic Impact of Short-term Educational Programmes

2021 ◽  
Vol 17 (2) ◽  
pp. 460-472
Author(s):  
Antonova Natalya L. ◽  
Duru Arun Kumar ◽  
Galina I. Popova ◽  
Yana S. Vysotskaya
Keyword(s):  
Foreign Students ◽  
International Student ◽  
Russian Language ◽  
Short Term ◽  
Academic Mobility ◽  
Wide Range ◽  
Educational Programmes ◽  
Global University ◽  
High Level ◽  
Indian Students

Universities are increasingly seen as drivers of regional economic development. In this research, we undertook an analysis of the short-term academic mobility of university students as a factor in the internationalisation of higher education. The number of foreign students (International Student Ratio) attracted from across the world is an important metric in all global university rankings. As a result, universities aiming to improve their positions in the global educational market are actively implementing programmes to attract foreign students. Short-term educational programmes of academic mobility are characterised by a high level of flexibility in terms of management, thus being capable of meeting a wide range of needs and interests of potential students. In July 2019, we conducted a survey among Indian students (n = 65) participating in short-term international academic mobility programmes at the Ural Federal University (Ekaterinburg, Russia). The main goal of the empirical research was to investigate students’ motivational structure of participation in academic mobility and the role of such programmes in the implementation of students’ life plans. In addition, barriers to the effective implementation of short-term educational programmes at universities were revealed. According to the research results, Russian education is a status characteristic for Indian students, which allows them to gain important socio-cultural and communicative competencies, as well as to build professional trajectories in a foreign country. The respondents expressed willingness to continue their education in Russia as part of Master’s degree educational programmes. Among the main barriers and challenges, the respondents mentioned poor knowledge of the Russian language and financial difficulties.

National interests and regional development issues in the system of priorities of international activities of Russian universities

2021 ◽  
Author(s):  
Sergey Kramarov ◽  
Alla Akishina ◽  
Marina Anik'eva ◽  
Irina Antipina ◽  
Olesya Aparina ◽  
...  
Keyword(s):  
Regional Development ◽  
Foreign Students ◽  
Russian Language ◽  
National Interests ◽  
Language And Culture ◽  
Scientific Organizations ◽  
International Activities ◽  
Regional Associations ◽  
Regional Authorities ◽  
Russian Universities

The monograph was prepared following the results of the XIX All-Russian Conference and the XXIX All-Russian school-seminar "Integration of Russian universities into the world educational and scientific space, taking into account regional peculiarities" and a regional scientific and practical conference "National interests and issues of regional development in the system of priorities of international activities of Russian universities". The conferences were organized to discuss the system of priorities in the development of international activities of Russian educational and scientific organizations; best practices and new solutions for attracting foreign students to study at universities of the Russian Federation, ensuring their education and stay, as well as employment of the best graduates; regulatory and legal support for the processes of internationalization and development of mobility of intellectual resources of Russia; analysis of the features of the development of intellectual migration processes in modern conditions, the place and role of the Russian language and culture in them; issues of adaptation and integration of educational and labor migration. The proposed materials can be useful to specialists of the Department of the education system of Russia and its regions, employees of federal and regional authorities and management, as well as regional associations of academic mobility.

scholarly journals Linguistic Security of Russia in the Mode of Multilingualism

2020 ◽  
pp. 139-152
Author(s):  
Boris Zhigalev ◽  
◽  
Anna Prokhorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
The European Union ◽  
Language And Culture ◽  
Language Environment ◽  
The One ◽  
Multilingual Approach ◽  
Russian Universities ◽  
The Russian Language

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.

scholarly journals Taboo vocabulary in the system of teaching RFL to philologists: linguocultural aspect

2019 ◽  
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Real Life ◽  
Russian Language ◽  
Point Of View ◽  
Language And Culture ◽  
Ethnic Stereotypes ◽  
The People ◽  
Approach To Teaching ◽  
The University

Today, the linguocultural approach to teaching RFL is considered the most promising and significant. Every culture has words that native speakers avoid either subconsciously or consciously. These forbidden words reflect the cultural characteristics of a particular nation; they are a necessary component of a linguistic personality and are directly related to formation and functioning of a conceptual picture of the world of a particular ethnic group. Mastering a language is impossible without understanding the culture of the people being studied, and taboo vocabulary is, of course, a significant part of our language and culture. The article presents an attempt to consider the taboo vocabulary of the modern Russian language from the point of view of the necessity and the possibility of teaching it in the RFL course for foreign philology students. In particular, there is a change in the causes of emergence of modern speech taboos: if earlier the main reason for taboos was fear, then today we are talking about psycholinguistic changes in society related to the general orientation towards tolerance, providing all members of society with equal opportunities. Nowadays, this is the main reason for the taboo on certain words. In addition, the author argues that taboo topics will not be the same for intra-communication and intercultural communication (as an example, we can talk about negative ethnic stereotypes). Finally, the RFL teacher is asked the question: should a taboo vocabulary be discussed in class with foreign students? And if so, what is the mechanism for teaching “forbidden” words? The author concludes that, despite some exotic themes, knowledge of the vocabulary tabooed in our culture is extremely important for foreign students, as it will help them not in the predictable atmosphere of the university, but in real life. Obviously, in the system of teaching taboo vocabulary, it is advisable to use the system of language and speech tasks, pretext, text and posttext tasks that is familiar to teachers. As an illustration, the author offers samples of several such exercises, noting that not only sentences modeled by the teacher, but also adapted texts of different styles of speech can serve as examples.

scholarly journals Influence of the multicultural environment of a Russian university on the language training of foreign students

2020 ◽  
Vol 48 (6) ◽  
pp. 192-203
Author(s):  
Lev V. Mardakhaev ◽  
◽  
Olga I. Volenko ◽  
Elena Yu. Varlamova ◽  
◽  
...  
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Educational Environment ◽  
Russian Language ◽  
Language Training ◽  
Language And Culture ◽  
Russian Universities ◽  
The Russian Language

The relevance of the study is due to the fact that in terms of the development of academic mobility processes, it is necessary to develop linguo-cultural content that reflects the need-motivational sphere of foreign students, as well as the implementation of the developed content, taking into account the multiculturalism of Russian universities. Besides, it is recognized that in the multicultural university environment, a foreign language culture for a foreign student acts in two ways: as a culture of the target language country, on the one hand, and as a culture of the educational environment of a Russian university, on the other hand. The empirical part of the study was carried out on a sample of 42 foreign students from Russian universities. Students were interviewed through a questionnaire to identify as follows: the attitude of foreign students towards the discovery of Russian culture and learning the Russian language; difficulties in learning the Russian language; their awareness of the qualities that characterize personal effectiveness of language training. It was revealed that foreign students recognized the wealth and beauty (42.9%), the uniqueness of the Russian language and culture (38.1%), the importance of the Russian language as a means of intercultural communication (23.8%). The absolute majority (95.2%) of foreign students experience difficulties in mastering the grammatical structure of the Russian language. As for personal qualities, the students revealed those that are interconnected with the features of national identity and allow foreign students to adapt to the Russian educational environment and reality. Based on the data obtained, it was concluded that the complexity of educational activities served as a guideline in the teacher’s actions in solving problems of mastering a foreign language and culture by foreign students, preserving the national identity of an individual, and training his/her for intercultural communication in a multicultural world space.

scholarly journals Cinematographic Living Room as a Means of Forming Linguocultural Consciousness in The Context of Online Learning

2021 ◽  
Vol 258 ◽  
pp. 07060
Author(s):  
Anna Belozerova ◽  
Elena Kotova
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Target Language ◽  
Living Room ◽  
Language And Culture ◽  
Animated Film ◽  
Russian Cinema ◽  
Film Text

The article presents the experience of working on the formation of linguistic and cultural consciousness in the lessons of Russian as a foreign language in the framework of the cinematographic living room in the context of online learning. The study uses a competence-based approach that forms the speech competencies of students, which are necessary for their active inclusion in the process of communication with native Russian language speakers. The authors describe the methodology for working with a feature / documentary / animated film. The choice of principles that forms linguocultural consciousness (the principle of anthropocentrism, the principle of communicativeness, the principle of interrelated learning, the principle of visibility, the principle of co-learning of language and culture) is substantiated. A set of exercises is presented that contribute to the effective construction of the learning process: from preview exercises in order to expand and consolidate lexical-grammatical and structural-semantic skills - through conditional speech exercises at the stage devoted to working with key episodes - to an independently issued statement after linguocultural analysis of the film text. Summarizing the experience of working in the format of a cinematographic living room, the authors come to the conclusion that the use of texts from Soviet and Russian cinema contributes to the formation of the linguocultural consciousness of foreign students, expanding their knowledge of the country of the target language, enriching vocabulary and cultural fund. The presented material will be useful for teachers of Russian as a foreign language and students of philological specialties.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

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