No 1 (2023)
Articles
THE DIGITAL ENVIRONMENT IN THE FIELD OF TEACHING CLASSIC RUSSIAN LITERATURE
Abstract
The works of the Russian classics form the basis for teaching literature in schools and universities. One of the most important methodological skills that a master’s student of a pedagogical university is the search for techniques and technologies for teaching classic Russian literature for later professional activity. The following research methods are presented: Interviewing master’s students studying at a pedagogical university, content analysis, qualitative and quantitative generalization of the obtained results, prediction of the main directions of work at the stage of identification, design, and control of experiments.The research was conducted among the master’s students in the 2nd year of the Institute of Philology of Moscow State Pedagogical University (Russian Federation). A total of 45 students participated in the experimental part from September 2019 to February 2020. The study results were also discussed in the advanced training courses for teachers at the St. Petersburg Institute of Business and Innovation.The necessity of using digital technologies and organizing a dialog with contemporary literature in studying classic Russian literature is empirically demonstrated.As a result, a classification of digital technologies was created, and the main areas of work related to the inclusion of modern literature in studying Russian classics were identified.
5-24
WHICH IS MORE IMPORTANT, BEING ACTIVE OR BEING GOOD? COMPARATIVE STUDY OF CHILDREN’S SCHOOL AWARDS IN RUSSIAN AND CHINESE SCHOOLS
Abstract
A child’s well-deserved recognition and praise are one of the oldest methods of providing feedback on whether a person is developing in the right direction. By examining the types of positive reinforcement and the differences in the way children are encouraged in different countries, teachers can better understand the characteristics of their potential international students and choose new methods to support Russian-speaking students from neighboring countries. The article aims to analyze the differences in the culture of discourse about school awards in Russian and Chinese schools. Research methods: comparative and descriptive approaches to text analysis and statistical analysis. School award texts received by schoolchildren and preschoolers from Russia (n = 51) and China (n = 50) were used for the study. As a result of the study, it was found that school awards in three formats are typical for Chinese educational institutions and seven for Russian ones. The systems of school awards in Russia and China have similarities and differences. Common to both practices is the promotion of good academic performance (achieving high rankings) and support for developing the child’s talents in the arts or sports. Encouraging the student’s personal qualities (love of work, conscientiousness, perseverance) can be said to be a characteristic found exclusively in Chinese schools. A peculiarity of the Russian school in this respect is the promotion of the student’s work in some creative activity (“participation in an exhibition/festival”) without mentioning the specific result of the child. Both Chinese and Russian award texts mention “achievements,” but in the Chinese ones, teachers prefer phrases that include “hope for future success,” while in the Russian school award texts, only the fact of the awarded child’s participation in a particular event is mentioned. Moreover, the Russian award texts use virtually no artistic language devices, while the Chinese texts frequently use metaphors, epithets, and similes to reinforce the encouraging statement emotionally.
25-46
NEUROGYMNASTICS AS A WAY OF DEVELOPING INTERHEMISPHERIC INTERACTION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS
Abstract
The article deals with the pathology of the development of interhemispheric interaction in children with autism spectrum disorders (ASD). Based on the research results of Russian and foreign authors on the morphological differences in the corpus callosum in people with ASD, in which a specific neural marker was identified, a new directional vector for corrective work was established. Since the corpus callosum is the main commissure of the brain and is responsible for interhemispheric interaction, the authors suggested that its development in children with ASD in corrective work would reduce such manifestations as uncoordinated handwork, difficulty in the spatial organization of movements and actions and simplification of the program in dynamic practice, as well as improve concentration and increase stress resistance. Therefore, Neuro-gymnastics was chosen as a means of developing interhemispheric interaction. In order to prove the effectiveness of the use of neuro-gymnastics, an experiment was conducted using fragments of the neuropsychological diagnostics of preschool children according to Zh.M. Glozman, in particular, a set of adapted samples, the quantitative assessment of which is compared with the predetermined values. The results of all phases of the study are described. Additional methods served as an experimental factor, in particular neuro-gymnastics, which was included in the lessons with the children of the experimental group, first as a substitute for the traditional warm-up and then in the structure of the lessons themselves. An analysis of the results obtained at the beginning and the end of the experiment suggests that short daily neuro-gymnastics sessions can accelerate the development of interhemispheric interaction in children with ASD and bring it to the level of normally developed children.
47-60
INTEGRATIVE AND ASSOCIATIVE METHODS FOR TEACHING THE VOCABULARY OF LANGUAGE FOR DIFFERENT MAJORS
Abstract
Introduction. The article is devoted to the modern methods for teaching the vocabulary of language for “Philology: Linguistics & Literary Studies” Major and considers two methods tested in practice – the Integrative and the Associative. The Integrative Method is related to the multi-channel presentation of the teaching material and shows its organizing principles. Such a program is based on a listening course using only authentic lecture fragments. The lecture glossaries, which serve as a basis for revising the main patterns of Russian pronunciation that are difficult for foreigners, also expose the content of the discipline. The result is a compact, multipurpose course that covers phonetics, accentuation, rhythmics, vocabulary, grammar, logic, composition, rhetoric, analysis of spoken and written texts, and speech development. Since the typology of tasks for each lecture is extensive and reproduced in the course several times, students have the opportunity to look at each topic from different angles and understand its unity and contradictions.The Associative Method aims to anchor large amounts of specialized vocabulary in the students’ memory. The operative activity of the students is connected with close, distant, and complicated associations to a stimulus word from the lecture lexicon.The goal of this article is not only to describe the teaching material presented in integrative and associative forms but also to present various concrete ways in which students acquire knowledge and skills through the process of similar training courses.Materials and Methods. The main research method was a comparative analysis of real and hypothetical ways of combining different goals, tasks, and types of speaking activities within a unified training course for teaching Russian as a Foreign Language.Results and Discussion. It was found that the goals and tasks of forming competencies, different in their essence, are compatible in a unified training course. Listening as a type of speaking activity can be the basis for such a course. The mental actions practiced in the discussed three-part training complex (extracting information from different sources offered on different vehicles, comparing phenomena, recognizing the essence, composing a whole from different elements, formulating general and specific problems, and estimating aspects of the problem) constitute a certain way of thinking necessary not only for students of Philology (Linguistics & Literary Studies) but also of other specialized fields.Conclusion. Integrative and Associative teaching courses provide a holistic system that engages students in mental and speech activities simultaneously. In this way, accelerated formation of dominant, professional communicative competence is achieved.
61-81
DESCRIPTION OF THE GRAMMATICAL MEANS OF FOCALIZATION IN THE RUSSIAN LANGUAGE TO TEACH INTERNATIONAL STUDENTS HOW TO CREATE LITERATURE REVIEW
Abstract
The article deals with grammatical means used by the speaker to indicate the source of information when forming an utterance whose purpose is to convey the information obtained in communicative acts prior to a particular communicative act. It will be shown that these grammatical devices, belonging to different departments of the language system, are not fully characterized in the scientific and methodological literature and, in particular, in the official documents regulating the teaching of Russian to international students. For international students, using grammatical means to indicate the source of information in the productive language, for example, when writing a literature review for a master’s thesis, poses a significant difficulty. However, it is possible to fill the existing gap in the applied description of the language system (its fragment) based on the research results in theoretical linguistics. In order to determine the place of grammatical means of indicating the source of information in the language system, the authors refer to the concept of communicative grammar by G.A. Zolotova to the terms “focalization” and “means of focalization” proposed within the framework of this concept. Following G.A. Zolotova, the grammatical means of focalization are classified according to the type of interaction between the model of the source text and the chosen model for conveying information in the created literature review. Considering the system of focalization in the Russian language from the point of view of theoretical linguistics, the tasks of their study and description are formulated from the linguistic-didactic aspect and scientifically justified for language teaching.
82-96