Keyword: «russian as a foreign language»

The authors view the methodological approaches to teaching foreign languages and give the definition of a teaching method. The authors consider that for the formation of communicative competence of students it is necessary to search new methods of teaching and substantiate the appropriateness and effectiveness of unifying of communicative and intensive methods in the process of teaching Russian language. The authors also describe the features and principles of intensive communicative training.

The problem of mistakes evaluation in the test-takers writing of Russian as a foreign language has been examined in this paper. Experts have difficulties with the introduction of a new criterion of mistakes analysis (criterion of success / failure of a communication act). The author concludes that the communication failure is often a result of incorrect syntactic constructions, whereas the morphologic and lexical deviations seldom influence the efficiency of communication.

The article dwells on the role of the concept of LAZINESS in Russian linguistic world-image. The research is based on the material of dictionaries as well as Russian paremies that represent the aforementioned concept. The conclusion the authors come to may be helpful for foreign students who are studying the socio-cultural context of the Russian language usage.

Today Russia is constantly strengthening its position on the market of educational services. In this regard, normative documents governing the process of foreign students’ training are reviewed and corrected. The relevance of the presented research is explained by the necessity of preparation, testing and edition of new textbooks and training manuals in accordance with corresponding orders and the current level of science development and teaching practice, including those used for teaching computer science to foreign students who undergo the preparation on additional general education programs. It is supposed to use the modern science and practice achievements to get high results of education at subject, personal and interdisciplinary level. Thus, the aim of the conducted research is the analysis of experience of teaching computer science to foreign citizens in Russian as a foreign language that allows to highlight main problems revealed during teaching process. Main methods in this case are: analysis and synthesis of literature used in teaching computer science to foreign citizens at the International Education Faculty at Tambov State Technical University; analysis and synthesis of results obtained during interviews and tests that reveal the effectiveness of mastering the material, and also forecasting of the education process quality after changing the structure of training manual on computer science. In this article the methodology of teaching computer science in Russian as a foreign language is presented. The main peculiarities of this methodology are: dividing the course of computer science as well as the training material into two parts – introductory and main part – and the unified structure of classes that include pre-text tasks, the adapted text and post-text tasks. As a result of the experimental research conducted since 2012 to present time and experiential teaching of computer science in Russian as a foreign language, there were developed methodical approaches to selecting, adaptation, structuring, presenting the necessary text material, choosing optimal in composition, number and purpose: 1) pre-text tasks aimed at preparing students for reading the text on the suggested subject and including term analysis, analysis of grammar structures that occur in the text; 2) post-text tasks aimed at consolidation of the studied material and containing questions and tasks for understanding the studied text, the material structuring. The practical use of the suggested system of classes on computer science for foreign citizens with the use of multimedia means allows to activate the learners’ cognitive activity, to increase their interest in learning the discipline, and, as a result, the effectiveness of the whole education process.

Authors argue on importance of introduction of a country study component to training materials on Russian as foreign. Practical recommendations about the mechanism of selection of the training material directed not only on development of the major lexical and grammatical skills, but also on formation of a historical and cultural background which is an obligatory component of successful cross-cultural communication are made.