Potential of Using Global Simulation Technology as Effective Means of Developing Communicative Competence in Foreign Students at All Levels of Russian as a Second Language Proficiency

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

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The Development of Second Language Proficiency

10.1017/cbo9781139524568 ◽

1990 ◽

Cited By ~ 76

Keyword(s):

Second Language ◽

Language Proficiency ◽

Second Language Proficiency

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Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross-cultural adaptation

International Journal of Intercultural Relations ◽

10.1016/j.ijintrel.2010.12.002 ◽

2012 ◽

Vol 36 (1) ◽

pp. 72-82 ◽

Cited By ~ 24

Author(s):

Baohua Yu ◽

Huizhong Shen

Keyword(s):

Second Language ◽

Language Proficiency ◽

Cultural Adaptation ◽

Cross Cultural ◽

Second Language Proficiency ◽

Cross Cultural Adaptation ◽

Integrative Motivation

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The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽

10.1075/target.4.2.06lam ◽

1992 ◽

Vol 4 (2) ◽

pp. 223-236 ◽

Cited By ~ 2

Author(s):

Sylvie Lambert

Keyword(s):

Second Language ◽

Language Proficiency ◽

Real Life ◽

Second Language Proficiency ◽

Pedagogical Tool ◽

And Training ◽

Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

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