Keyword: «russian language»

The article deals with the study of the adjective name in the lessons of Russian as a foreign language. The initial stage of studying this part of speech is presented. The relevance of the article is due to the complexity of mastering the grammatical system of Russian adjectives by foreign students. The purpose of this publication is to demonstrate a possible method of presentation of educational material in the study of the adjective. The article is based on the experience of the author, as well as General guidelines.

In this paper we will discuss ways to prepare for the OGE, the exam in the Russian language. What you need to do to the student most fully learned the school course of the Russian language. Step-by-step instructions are given to achieve this goal.

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.

In the article the capability of speaking a foreign language the pronunciation of the native speaker, i.e. without an accent, is analyzed. The author comments upon the factors that affect the development of articulation in general.

The article deals with the questions of effective use of electronic textbooks in teaching foreign military personnel scientific style of speech, the advantages of electronic informational resources are analyzed.