Keyword: «foreign students»

Article is devoted to a problem of teaching physics at students of preparatory faculty. The main attention is paid to the issue of the demonstration and problem of physical experiments, which are picked up on the themes of the curriculum, and also to efficiency analysis of their application for understanding pupils of essence of the physical phenomena, development of the coherent speech, motivation to the studied subject.

The article presents the results of the study. The urgency of studying the psychological characteristics of foreign students who study in Russian universities is justified. The differences of socio-cultural peculiarities in different countries complicate the already difficult period of yesterday's schoolchildren adaptation to the University. Adaptation, existential fulfillment of students was studied in groups of students from Russia and from abroad. The results showed that there was no reliable difference between these groups of students in the parameters of social and cultural adaptation, as well as its existential fulfillment components: self-distancing, self-transcendence, freedom, responsibility.

The article is devoted to considering listening comprehension as a type of speech activity and selected aspects of teaching foreign students listening skills. It addresses the teaching objectives with regard to listening comprehension, provides a basic nomenclature of listening skills, elicits the groups of learning difficulties connected with formation of the listening skills and suggests some ways of overcoming these difficulties by means of the consistent system of tasks aimed at improving both all kinds of listening skills and compensatory skills.

The problem of optimizing the process of teaching the Russian language to foreign first-year students in non-linguistic universities and the formation of universal competence determine the relevance of the study in the article. The aim of the study is the theoretical and practical justification of the linguoculturological paradigm of teaching Russian to foreign first-year students in non-linguistic universities. To achieve the goal of the study, the survey method was used to obtain objective and subjective information about the success of Russian-language communication of first-year foreign students in non-linguistic universities and the usefulness of materials provided to students for learning the Russian language and culture of the country. According to the results of the study, the article presents a didactic model of teaching Russian to foreign first-year students in non-linguistic universities, developed in the context of a linguocultural paradigm. The proposed training model is implemented in Russian and foreign universities. The didactic model of training is aimed at the formation of universal competence among students. Universal competence assumes that students will use the acquired skills and knowledge in the field of the Russian language in order to establish intercultural communication in the country of the language being studied. Universal competence in the framework of the study includes the linguistic component, speech, subject and cultural components. The novelty of the study lies in the fact that an attempt was made to theoretically substantiate and develop a linguoculturological paradigm for teaching Russian to foreign first-year students in non-linguistic universities – based on the identified communicative and cultural needs, as well as theoretically justify the selection and presentation of linguistic and cultural materials that would contribute to the formation of universal competence. The theoretical significance and practical value of the work lies in the fact that a linguocultural paradigm of teaching the Russian language is developed on the basis of studying the linguodidactic and cultural needs of foreign first-year students in non-linguistic universities and correlating them with the communicative needs for using the Russian language in the country of the studied language.

The article presents the results of the analysis of the mentality of representatives of certain groups of cultures who study at a higher educational institution of humanitarian orientation. The author finds out that research into the patterns and features of behaviour and studying the values of cultural groups of students contributes to the successful assimilation to the curriculum. The difficulties of teaching foreign languages and pedagogical interaction in a multilingual environment were also clarified, and the most suitable ways of presenting material for foreign students were identified.