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ФОРМИРОВАНИЕ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ НА УРОКАХ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО ПРИ ПОМОЩИ ИНФОРМАЦИОННЫХ И КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ

Author(s): Veronika Kaplanova / Language(s): Russian Issue: 1/2014

Information and communication technologies have permeated the sphere of education in the last decade. The importance of cross-cultural communication and, therefore, also the need for cross-cultural competence is growing. The paper discusses the possibility of integrating the development of cross-cultural competence into teaching the Russian language by using information and communication technologies. It also focuses on practical examples and on analyzing Internet resources as well as the possible ways of working with these sources.

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О ЛИНГВОКУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТЕ В ОБУЧЕНИИ РКИ В АСПЕКТЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ

Author(s): Anna Kejko / Language(s): Russian Issue: 1/2014

This article is devoted to the problem of developing linguistic and cultural competence in students in classes of Russian as a foreign language. The importance of this aspect in teaching foreign students has become a conventional point of view in the modern methodology of language teaching. The knowledge of traditions, customs, norms and values of different nations is necessary to succeed in intercultural communication.

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КУЛЬТУРА РЕЧЕВОЙ КОММУНИКАЦИИ КАК УЧЕБНАЯ ДИСЦИПЛИНА В СИСТЕМЕ ПОЛИЯЗЫЧНОГО ОБРАЗОВАНИЯ РЕСПУБЛИКИ КАЗАХСТАН

Author(s): Mariam Kondubaeva / Language(s): Russian Issue: 1/2014

This article describes the connections between the culture of linguistic communication and the other areas of linguistics in the system of education at universities in Kazakhstan.

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Межкультурная коммуникативная компетенция и социальная лингводидактика

Author(s): Stanisław Siatkowski / Language(s): Russian Issue: 1/2010

In the era of the electronic information revolution the growth of the information society, functioning and competing natural and artificial languages, new tasks connected with more and more effective intercultural (and interdisciplinary) complementary study of theory and practice problems of teaching foreign languages in proper connection with the development of new information technologies (algorithms) for language data processing have appeared. The role of these tasks and problems will be, no doubt, increasing as a result of the rapid influx of language information and needs to overcome more and more effectively and quickly the language barriers. Under these conditions caused by nowadays as well as future demands and challenges, presented in our paper social methodology in language teaching may be of crucial importance as the new theory and practice of teaching foreign languages.

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В какой степени возможно приобщение к межкультурной коммуникации в пределах усваиваемого иностранного языка

Author(s): Władysław Woźniewicz / Language(s): Russian Issue: 1/2010

The author justifies the rudimentary thesis of the paper: in the circumstances of neophilological training the acquisition of skills of respectable intercultural communication is limited. The boundaries of these limitations are given by: 1) the reduction of the use of foreign language to a basic linguistic competence, 2) the restriction of domains of communication mainly to behavioral activities, 3) socio-cultural requirement of obeying norms of political correctness, 4) the certain level of feeling of foreignness in the interpersonal relations.

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СТЕРЕОТИПНОСТЬ КАК КОНЦЕПТОСФЕРА В РУССКОМ ЯЗЫКЕ, ЛИТЕРАТУРЕ, КУЛЬТУРЕ И ПРЕПОДАВАНИИ РУССКОГО ЯЗЫКА

Author(s): Antoni Markunas / Language(s): Russian Issue: 1/2002

After giving the definition of a sphere of concept the text presents justification of taking up the phenomenon of stereotypy in a broadly understood culture. The article shows the examples of stereotypical images about the Russians. Moreover, it analyses the present situation of the Russian language and its teaching. A poem by Ivan Bunin concludes the article.

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ТЕОРЕТИЧЕСКИЕ И ПРАКТИЧЕСКИЕ ВОПРОСЫ УСВОЕНИЯ СОВРЕМЕННОЙ РУССКОЙ ЮРИДИЧЕСКОЙ ТЕРМИНОЛОГИИ

Author(s): Elena Bescennaja / Language(s): Russian Issue: 1/2003

The author has revealed the specifics of the legal term, which consists in its connection with a certain national legal system. When solving theoretical and practical problems of mastering the modern Russian terminology of jurisprudence, it was suggested that one should take into account both the intra-systemic language links and the specifics of the legal term as a special language sign. As an example, the author reviewed a group of terms that are difficult for students learning Russian as a foreign language (including synonyms, homonyms, paronyms and foreign borrowings).

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КАТЕГОРИАЛЬНЫЕ ХАРАКТЕРИСТИКИ РУССКИХ ЧИСЛИТЕЛЬНЫХ В ЛИНГВОДИДАКТИЧЕСКОМ АСПЕКТЕ

Author(s): Èlʹvina Kotvickaja / Language(s): Russian Issue: 1/2003

The article presents the content of the Russian Numerals coursebook with tables and the comment on them, as well as exercises. It singles out several types of difficulties in the usage of numerals, connected with their structure, case inflection, conjunction, etc.

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ИНТЕРНЕТ ДЛЯ РУСИСТОВ

Author(s): Aleksandr Smoljanskij / Language(s): Russian Issue: 1/2003

The article presents the use of computer technologies in Russian language and literature teaching. It is mainly connected with a quick search of large reserves of information as well as the use of multimedial possibilities. It also gives the addresses where one can find required data and the examples of the application of the Internet.

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СКРЫТЫЕ НЕОСОЗНАВАЕМЫЕ БАРЬЕРЫ КАК ПРИЧИНА НЕУДАЧ В ПРОЦЕССЕ ОВЛАДЕВАНИЯ ИНОСТРАННЫМ ЯЗЫКОМ

Author(s): Władysław Woźniewicz / Language(s): Russian Issue: 1/2014

The article explains the meaning of the following expressions from a cognitive and linguistic perspective: competence and its types, learning/mastering a foreign language, and a cultural and linguistic personality. In the following part, in accordance with J. Habermas’s concepts, the author describes the components of the expression daily communication and explains how he understands the construct: hidden, unconscious communication barriers. The largest part of the article deals with describing the criteria for classifying communication barriers and the characteristics of three types of such barriers: contextual barriers, personality barriers of the communicants, including the unconscious, and involuntary barriers in everyday communication in teaching.

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О МЕЖКУЛЬТУРНОЙ ОСВЕДОМЛЕННОСТИ СТУДЕНТОВ-РУСИСТОВ (НА МАТЕРИАЛЕ ЭМПИРИЧЕСКИХ ДАННЫХ)

Author(s): Anna Żebrowska / Language(s): Russian Issue: 1/2014

In the age of a rapid development of technology and communication intercultural education plays a special role. The goal of this education is to develop and shape intercultural competence. A purposeful and carefully considered process is needed to achieve this. The process consists of several stages, of which the most important is teaching/learning a foreign language based on the student’s native language and culture. This means that, apart from knowing certain elements of another culture, a student should have a thorough knowledge of his/her own country, history and culture. However, it often turns out that students know more about the culture of a given foreign country and nation than about their own culture. The study presented in this article confirms this hypothesis, and thus clearly emphasizes the need for improving the content of the syllabus as well as the methods of teaching foreign languages in Polish educational centers.

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ВСЕМ НУЖНА БУКВА „Ё", ИЛИ ЗАМЕТКИ ПРЕПОДАВАТЕЛЕЙ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

Author(s): Barbara Chlebda,Irena Danecka / Language(s): Russian Issue: 1/2013

Only a Russian native speaker who has adequate philological knowledge knows when the letter "Ё" should be used. According to an article presented on a website called GRAMOTA.Ru - a portal providing information about linguistic correctness, written by the website's author, the use of the letter 'Ё' is obligatory only in certain cases. This leads to the conclusion that a learner of Russian should master all possible cases in which this letter is not used and know the relevant grammatical and historical justification. We, the teachers of Russian as a foreign language, believe that such an attitude is a sign of an incomprehensible disrespect for one's own language as well as of a complete misunderstanding of substantial problems facing all students of the Russian language, which completely deserves to be called international.

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НОВЫЕ ТРЕБОВАНИЯ К ОБУЧЕНИЮ РУССКОМУ ОБРАЗЦОВОМУ ПРОИЗНОШЕНИЮ ПОЛЬСКИХ СТУДЕНТОВ-РУСИСТОВ, ИЗУЧАЮЩИХ РУССКИЙ ЯЗЫК С НУЛЕВОГО УРОВНЯ

Author(s): Dorota Dziewanowska / Language(s): Russian Issue: 1/2013

This article is an attempt to show new ways of teaching model Russian pronunciation to Polish students of Russian language and literature who only begin to learn Russian. The author of the article claims that groups of beginners should not only be taught phonetics during the first several weeks of studies in the form of intensive courses of articulation and intonation. The process of forming correct pronunciation habits in these groups should carefully follow the principle of complexity involved in acquiring speaking skills.

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РАЗМЫШЛЕНИЯ О ГРАММАТИКЕ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ

Author(s): Stanislav Jelínek / Language(s): Russian Issue: 1/2013

The article describes some changes in views on the role and acquisition of grammar as a set of forms and syntactic structures and as a system of rules and paradigms in foreign language teaching and learning. An essential part of the article is devoted to explaining key phases that are used when teaching and learning Russian grammar, mainly by presenting various exercises and focusing on the function of forms and structures in communication. This process is presented based on the example of a textbook for Czech learners of the contemporary Russian language.

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ВЗАИМОСВЯЗИ И ВЗАИМООБУСЛОВЛЕННОСТИ МЕЖКУЛЬТУРНОГО ОБРАЗОВАНИЯ И КОММУНИКАЦИИ НА ИНОСТРАННОМ ЯЗЫКЕ

Author(s): Tadeusz Pacholczyk / Language(s): Russian Issue: 1/2013

The contemporary glottodidactics is an interdisciplinary science, which is reflected, among others, in the transition from mono- to bi- and multiculturalism. The main objective of this paper is to define the relationships between, and conditions of, intercultural teaching and foreign language communication. The following issues will be explored in detail: — discussion of the main assumptions of the post-communicative paradigm of contemporary glottodidactics; — definition of the subject of cultural studies and linguistics in the context of the relationships between "language and culture"; — development of relationships in terms of communication and intercultural competence; — definition of the main objective of intercultural communication; — analysis of relationships as well as intercultural teaching and communication based on examples.

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ТЕХНОЛОГИЯ ПЕДАГОГИЧЕСКОГО ОБЩЕНИЯ С АМЕРИКАНСКИМИ СТУДЕНТАМИ В УСЛОВИЯХ ЛЕТНИХ ЯЗЫКОВЫХ КУРСОВ

Author(s): David Prestel,Natalija Filimonova / Language(s): Russian Issue: 1/2005

Various aspects of the organization and implementation of short-term language courses are examined. The methodology, technology, strengths and weaknesses of such programs are discussed within the context of an educational program jointly administered by Michigan State University (USA) and Volgograd State Technical University (Russia).

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КОММУНИКАТИВНОЕ ИНОЯЗЫЧНОЕ ОБРАЗОВАНИЕ НА ОСНОВЕ ПРОГРАММНЫХ КОНЦЕПЦИЙ ОБУЧЕНИЯ РУССКОМУ И НЕМЕЦКОМУ ЯЗЫКАМ В ПОЛЬСКОЙ ШКОЛЕ

Author(s): Lucyna Smędzik / Language(s): Russian Issue: 1/2005

The subject discussed by the author of the article is the concept of communicative education, an approach obligatorily adopted by Polish schools in teaching foreign languages.Based on the elementary methodological assumptions of this concept as well as the syllabus guidelines for German and Russian, an effort has been made to analyze the contents of handbooks in relation to traditions and contemporary life of both nations. It has been proved that the topics included in the handbooks correspond to the concept of “The culture through the language - the language through the culture”.

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РОЛЬ ЛЕКСИКИ С НАЦИОНАЛЬНО-КУЛЬТУРНЫМ КОМПОНЕНТОМ „ЗНАЧЕНИЯ” В ПРОЦЕССЕ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

Author(s): Elena Rudykina / Language(s): Russian Issue: 1/2005

The article deals with the methods of teaching Russian vocabulary to foreign students. Referring to the interpretative reading of texts with dialectal coloring (Cossack tales), the author demonstrates how this regional component of educational curriculum may help in developing lexical competence of students who are learning Russian as a foreign language at the advanced level. With the help of the lexis semantization method the instructor can teach the students to analyze language units as relating to various word classes that differ in their stylistic (evaluative and emotional) features.

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НАЦИОНАЛЬНЫЕ ПСИХООБРАЗЫ ЯЗЫКОВЫХ ЕДИНИЦ И СОДЕРЖАНИЕ УЧЕБНИКА ПО РУССКОМУ ЯЗЫКУ В СТРАНАХ СНГ

Author(s): Mahanbet Džusupov / Language(s): Russian Issue: 1/2005

The article pursues the following tasks: the elaboration and introduction of the main principles of methodology for teaching Russian as a non-native language based on the peculiarities of ethnic psychoimages of the language units that fixed in the learners’ minds, and the necessity to present the peculiarities of ethnic psychoimages in the Russian manuals.

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РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ В ОБЩЕЕВРОПЕЙСКОМ ПРОСТРАНСТВЕ

Author(s): Antoni Markunas / Language(s): Russian Issue: 1/2005

We are living at the times of monetarism, mondialism and globalism, where the integration processes predominate, especially in the European region. After the expansion of NATO and the European Union to the East, Russia also faces the necessity of unification with Europe. It concerns the sphere of education, including teaching and learning the Russian language as an intermediary in the international contacts. In the recent years the language has undergone a new stage of its development and such Russian newspeak, in connection with information about realities, should be taught in the European area.

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