Uliya А. Moskvina

Nowadays, Russian-Chinese cooperation is developing and interest in the Russian language is also increasing: Chinese students study Russian both in Chinese and Russian universities. This trend explains the increase in the number of Chinese students at the Ural State Transport University. Students are studying in technical areas of training, so studying Russian for Chinese students is a means, but not a goal of learning. Development of communicative competence is one of the urgent tasks for teachers of Russian as a foreign language (RFL). An important stage in the implementation of such a task is teaching students the correct construction of statements in written speech, since, as numerous studies show, the grammatical component is the most difficult for learning Russian at the initial stage. The article describes the course of experimental and search work, within the framework of which grammatical errors in the written speech of Chinese students were identified and classified. This classification contributed to the development of a number of exercises to prevent errors of the identified types. Thus, the main goal of the article is to create a classification of typical morphological errors in the written speech of Chinese students. The objects of the study were the written works of Chinese students, and the subjects of the study were the morphological errors made by the students. Typical morphological errors (605 in number) of Chinese students studying at the Ural State University of Railway Transport served as the material for the work. Despite the fact that errors of various types were identified, the developed recommendations relate only to the most frequent errors. The theoretical significance of the research consists in replenishing the scientific base with relevant information related to the peculiarities of teaching Russian as a foreign language. The practical significance of the chosen topic lies in the presentation of recommendations based both on the results of research by distinguished foreign and domestic teachers and on my own teaching experience. This work is of potential interest not only to teachers of Russian as a foreign language, but also to other scientists, since the specified classification of errors with the given examples can be used, for example, for philological research.

The article is devoted to the identification of students’ personal characteristics. These characteristics affect the methodology of the taught discipline. The author suggests possible ways to correct the revealed features that affect the competence being formed in a negative way.

The relevance of the presented material is related to the wide use of multimedia in the process of learning foreign languages in the system of higher education in our country. Modern pedagogical science considers the problem of using multimedia technologies to be one of the most popular that indicates the relevance of the study. The use of multimedia increases the effectiveness of learning. Nowadays such multimedia tools as classical language lab, mobile applications, internet recourses and audio materials let students master the key skills of foreign language more successfully. Thus, the purpose of this study is to determine the conditions for the effective multimedia integration into the process of learning foreign languages. Such theoretical methods as analysis and synthesis were used. Practical methods include testing and experiment. As a result of the study, we have identified the conditions for the effective integration of multimedia into the process of learning foreign languages. The research work was carried out in three stages: ascertaining, formative and controlling. The objectivity of the research was achieved by defining the experimental and control groups. Such educational Internet resources as Quizlet.com, Kahoot.com and bb.usurt (Blackboard learn) were chosen for our research. The article may be interesting for broad sections of researchers, because it provides universal and practical recommendations. The results of the study may be useful for both university professors and school teachers. Firstly, the article defines a number of conditions for successful multimedia integration. Secondly, the conducted study proves the objectivity of these conditions selection. Particular attention is paid to the structure of the research with control and experimental groups. The practical significance of the article is determined by the result of the work with students.

The relevance of the presented material is related to the difficulty of determining the main method for practical research at the first stages of the post-graduate work. The beginning of any scientific research offers some difficulty for a specialist with any level of pedagogical experience. Thus, the main purpose of the article is to present some recommendations for carrying out experimental-research work. The recommendations are based both on the experience of honored foreign and native scientists, and on the experience of the author’s own research. The main research goal is to work out a scientifically grounded and proven method for developing the necessary competencies of future engineers. The leading method of this article was the method of analyzing our own pedagogical experience, which made it possible to formulate the basic principles for the organization of experimental research work. Within the framework of our research, with the help of experimental research work, the methods for the development of foreign language communicative competence of students (FLCC) were tested. This competence is formed thanks to the course "Foreign Language" both at school and at University. The research was conducted from 2014 and took more than three years. However, the study is interesting not only for foreign languages teachers at Universities, since it provides universal and practical recommendations for the researchers in any field of science. In particular, firstly, the article provides recommendations on conducting primary diagnostics of students and its interpretation. Secondly, it points to the specifics for setting goals, tasks, and hypothesis of experimental-research work. Thirdly, it actualizes the need for a correct grading the course of the experimental-research work. Particular attention is paid to the rules for the formation of control and experimental groups. The practical importance of the article is determined by the analysis of typical mistakes that a post graduate student can make while carrying out experimental research work.

The article analyzes the role of experimental research work organization in testing such a pedagogical technology that would support the linguistic competence development at a technical university. The definition and stages of the experimental work are given. According to the results of the experimental research work, one can judge if there is any sense in introducing changes in the pedagogical process.