Кафедра "Гуманітарні науки"

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Coping with stress and anxiety when L2 acquisition
(Видавничий дім "Гельветика", 2021) Romanov, Yu.; Snigurova, T.
This article considers stressors affecting the psychological state of international college students. In addition to the general stress inherent in higher education as such (necessity of meeting certain academic requirements, test taking, a significant amount of educational material, lack of time, competition among classmates, etc.), international students experience additional stressors associated with L2 acquisition (language learning difficulties, cultural differences, fear of losing self-identity, etc.). The concept of stress was formulated by a prominent Hungarian-Canadian scientist H. Selye. He considered stress to be a non-specific reaction to any demands made on the body which cannot be avoided. Negative effects of stress (low academic performance, sleep diﬃculties and depressive/anxiety symptoms, smartphone addiction, Internet addiction, suicide attempts) are widely discussed in modern science. Nevertheless, reducing academic stress can increase students’ intrinsic motivation and improve learning outcomes. As for L2 anxiety, it can significantly affect academic achievements, so the factors that determine its level (gender, age, fear of negative evaluation, general feeling of anxiety, etc.) are subject to detailed study. The article analyzes the influence of anxiety on the formation of speaking skills and suggests some teaching techniques that help overcome anxiety and are applicable to L2 teaching, namely, group work (role play within the given contexts) with no explicit control from the teacher and project-based learning which involve completing various communication tasks aimed primarily at the development of speaking skills. By performing such tasks, students have the opportunity to focus on the process and mechanisms of cooperative learning which significantly reduces the foreign language anxiety.
Intercultural Communication and Teaching Russian to International Students at Language Summer Courses
(Национальный исследовательский Мордовский государственный университет, 2017) Romanov, Yu.; Snegurova, T. A.
Introduction: the article considers the content and methods of teaching Russian as a foreign language at language summer courses with due account to (as a form of study-abroad training) the motives of intercultural communication. The specifics of teaching Russian to international students in the cultural field of Ukraine is revealed. The timeliness of the study is determined by constantly increasing academic mobility of students and the need for the development of modern educational technologies. The main purpose of the article is to present an integrated approach to Russian as a foreign language teaching at language summer courses, when cultural needs of the trainees and the motives of intercultural communication are considered. Materials and Methods: teaching methodology draws on specific methods of teaching Russian as a foreign language and models of intercultural competence development. Educational materials for practical teaching of the Russian language are presented; qualitative and quantitative methods to research intercultural communication motives (written questionnaires and interviews on key topics) are used. Results: through working with the learners of language courses – students of Austrian universities – the data on the learners’ motivation factors, the most relevant topics for intercultural dialogue, some important aspects of Russian grammar, and also the data on the most popular knowledge about Ukraine are obtained and carefully analysed. The analysis of the obtained data, carried out by the authors of the study, allowed to optimise the content of the educational process and to incre ase its effectiveness. Discussion and Conclusions: teaching Russian to foreigners, showing a keen interest in the cultural values of Ukraine, suggests a parallel formation of intercultural competence based on understanding the local cultural realities. The presented approach to RFL teaching within the framework of the language summer courses provides not only a strong uptake of linguistic material by international students and considerable improvements in their level of proficiency in the Russian language, but also a significant enhancement of the intercultural competence of the trainees on the basis of a variety of teaching techniques and active intercultural communication of international students with native Russian language speakers when working in tandem. The practical significance of the study is determined by the fact that the proposed approach to Russian as a foreign language teaching may find wide applicatio n in the training of foreigners at language summer courses; research perspectives are determined by the continuous development of this form of education and the increased importance of intercultural compete nce in the practice of cultural interaction.

Кафедра "Гуманітарні науки"

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