Keyword: «французский язык»

The purpose of the article is to study the question of the category of voices in French and Russian in a comparative plan. Due to the polysemy of forms, the question of the voice system is controversial in the grammar of both languages. The analysis is based on a three-part system of collateral (active, passive, and return). The main method of research is a comparative method, which allows us to identify the convergence / divergence of the structures of the compared languages. The results and conclusions of the research are particularly relevant for the methodology and theory of comparative linguistics and can be used in teaching two languages in the following disciplines: comparative typology, theoretical grammar.

The relevance of this comparative study devoted to the theoretical and practical training of future French teachers in the conditions of the coronavirus (COVID-2019) pandemic is due to the challenge for educational institutions, global trends in the development of teacher education, national priorities for the implementation of professional and pedagogical training of French teachers in Russia and Kazakhstan, as well as educational strategies of universities of the above mentioned countries (Kazan Federal University, L.N. Gumilyov Eurasian National University). The article analyzes the institutional contexts of the education of future teachers of the French language in the conditions of the coronavirus (COVID-2019) pandemic, changes in the content and procedural aspects, as well as the evaluation component of their professional training. The priority of the research is to assess the impact of the pandemic conditions on the quality of training of a future French teacher, the formation of his teaching skills; to identify and substantiate the principles of professional training of a future French teacher. The research is based on a systemic and activity-oriented approach. The data for the study were provided by 20 teachers and 44 students of universities in Russia and Kazakhstan. The authors made an analysis of scientific literature, a reflexive and systematic analysis of pedagogical activity, a factorial qualitative analysis of semi-structured interviews with agents of the educational process (students and teachers). The results of the study show the potential of integrating the theoretical and practical training of a future French teacher in the conditions of a pandemic in case of following the principles of modularity, polymodality (multimedia), continuity of the content of disciplines and practices, intercommunication of educational agents, coordinating of evaluation tools of theoretical and practical disciplines. A particular difficulty in teaching future teachers of the French language is the transition from full-time to distance learning, the presence of gaps in the field of digital didactics. The results of the research can be used in the development of educational programs for the training of teachers of the French language, and the implementation of joint research in the field of comparative pedagogy.

The article is focused on the studying of the historical significance of learning foreign languages in the Russian Empire before the Revolution. The reasons for studying French, German and English are also discussed. the practical significance of linguistics in that period is analyzed and some aspects of learning languages are compared in the historical aspect.

In this article we will consider the educational and methodological potential of the original literary text "Le petit prince" by Antoine De Saint-Exupery. The advantages of the text as a methodological material will be highlighted. This paper presents examples of exercises based on the text of the work.