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Документ 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.Документ Quality education when L2 teaching(Іванченко І. С., 2020) Romanov, Yu.Документ Presentation of singularia and pluralia tantum nouns in a course of Russian as a foreign language(Гельветика, 2020) Nagaitseva, N. I.; Romanov, Yu.This article considers singularia and pluralia tantum nouns; despite the absence of this topic in programs on teaching Russian as a foreign language (RFL), it must be acknowledged that singularia tantum nouns constitute a significant layer of vocabulary and are quite commonly used, and pluralia tantum nouns are closely linked to cultural discourse and cannot be painlessly excluded from lexical system of the Russian language. Although this phenomenon has been thoroughly studied in classical editions of Russian grammar, problems of category of number and in particular singularia and pluralia tantum nouns are still widely discussed by modern linguists (as is noted, complex subjects can be designated both as forms of singular and forms of plural, therefore the three groups of nouns can be found: pluralia tantum (a single object indicated by plural: ворота), a full-numbered paradigm (one object is indicated by singular: ракушка), and nouns with a paradigm fluctuation (one object is indicated by both singular and plural: дверь / двери); there is a dramatic rise in the use of plural forms of many abstract nouns (риск, продажа) forming a crucial change in the development trend of Russian abstract noun number paradigms). We assume that in RFL teaching, it is important to follow the principles of step by step presentation of theoretical information on this topic (common singularia and pluralia tantum nouns, their grammatical properties, derivative characteristics; proper singularia and pluralia tantum nouns; synonymy, antonymy, and homonymy of singularia and pluralia tantum nouns; occasionalisms, etc.) to help students reach a higher level of Russian language proficiency.Документ Learner's English-Turkish mathematical dictionary(ТОВ "Форт", 2020) Lapuzina, O.; Veliev, E.; Romanov, Yu.; Romanova, O.This dictionary contains terminological units on main sections of Mathematics included in the program of pre-university training for international students. Basic mathematical terms are illustrated using examples and figures. Learner’s dictionary is intended for both international students studying Mathematics in English according to the pre-university training program, and for those studying Mathematics at the main faculties of universities. The dictionary can also be useful to mathematicians, methodologists, researchers, and translators.Документ Debut. A course of russian for international students. Russian-English-French vocabulary(ТОВ "Форт", 2020) Snegurova, T.; Romanov, Yu.; Paramonova, V.Vocabulary of the text-book “Debut. A Course of Russian for International Students” is represented. The text-book includes a range of material to give students the essential skills and knowledge they need for Russian reading, speaking, and writing from level A2 (“Russian for beginners”) up to B1 (“Debut 1”) and B2 (“Debut 2”) according to Council of Europe language descriptor. This course is intended for a very wide audience of Russian language learners, pursuing various goals (living and studying in those countries where Russian is spoken; short-term Russian courses; traineeship; language credits, etc.).Документ Structure of the learner's guide for studying Russian as a language of science(Південноукраїнська організація "Центр філологічних досліджень", 2020) Romanov, Yu.; Gaivoronska, V. V.Документ Glimpses of history of efl teaching in Turkey(Видавництво Іванченка І. С., 2019) Romanov, Yu.Документ Debut. A course of russian for international students(National Technical University "Kharkiv Polytechnic Institute", 2019) Snegurova, T.; Romanov, Yu.; Paramonova, V.The text-book includes a range of material to give students the essential skills and knowledge they need for Russian reading, speaking, and writing from level A2 (“Russian for beginners”) up to B1 (“Debut 1”) and B2 (“Debut 2”) according to Council of Europe language descriptor. This course is intended for a very wide audience of Russian language learners, pursuing various goals (living and studying in those countries where Russian is spoken; short-term Russian courses; traineeship; language credits, etc.).Документ Testing and assessment in language education(Національний технічний університет "Харківський політехнічний інститут", 2019) Gaivoronska, V. V.; Romanov, Yu.Документ Literary text in teaching Russian as a foreign language(Міжнародний гуманітарний університет, 2018) Romanov, Yu.; Gaivoronska, V. V.The article considers the content and methods of teaching Russian as a foreign language on the material of literary text. The proposed approach (topical issues, system of exercises, visualization) ensures formation of necessary skills in text analysis and interpretation.
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