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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 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.Документ The model of learner’s dictionary of Russian verb forms for international students(Міжнародний гуманітарний університет, 2018) Romanov, Yu.; Kvashyna, T. S.; Kryvolapova, O. V.This article represents an innovative model of learner’s dictionary of Russian verb forms that provides the most optimal way for their presentation to foreign students: the forms of verbs, comprising aspect pairs, are given in a table format and are supplied with examples of usage with English equivalents; in addition to the above, students can practice the pronunciation of verb forms using Internet links available in the dictionary. The conclusions reveal the peculiarities of methodology of teaching Russian verbs to foreign students; the possibility of using this model in practice of distance learning is estimated.Документ Russian adverb as the "thing in itself"(Міжнародний гуманітарний університет, 2017) Nagaitseva, N. I.; Romanov, Yu.The article gives an analysis of the specific lexical and grammatical group of words, adverbs, in terms of teaching Russian as a foreign language; the comparison of Russian and English adverbs is given; the conclusions concerning the methods of teaching Russian adverbs to international students are made.Документ 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.Документ Preposition as a grammatical marker of language peculiarities(Міжнародний гуманітарний університет, 2016) Nagaitseva, N. I.; Romanov, Yu.The article gives an analysis of the specific lexical and grammatical group of words, prepositions, in terms of teaching Russian as a foreign language; the comparison of Russian and English prepositions is given; the conclusions concerning the methods of teaching Russian prepositions to international students are made.