Intellectual Resource as a Factor of Ensuring National and Cultural Security in the Conditions of the Training Course “Teacher of Russian as a Foreign Language”

Dzyuba, Elena Markovna; Zakharova, V. T.; Ilchenko, N. M.; Latuhina, A. L.; Sheveleva, Tatyana Nikolaevna

doi:10.1007/978-3-030-32015-7_54

Cited by 4 publications

(2 citation statements)

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“…The search for new technologies, methods and techniques for teaching Russian as a foreign language in the framework of linguoculturological, anthropocentric and communicative approaches is one of the tasks of the modern methods of teaching Russian as a foreign language (Fateeva, 2018;Gynin, 2013;Grigor'eva et al, 2017;Latukhina & Marinina, 2020). Most researchers believe that teaching a foreign language is associated with the formation and improvement of a secondary linguistic personality, possessing a number of competencies, among which the priority is communicative, which in turn is divided into socio-cultural and linguocultural (Dzyuba et al, 2020;Dzhuraeva 2019;Kostritsa & Petrova, 2011). The ability to adequately express their emotions and feelings in certain communicative situations is a criterion for the formation of these competencies.…”

Section: Problem Statementmentioning

confidence: 99%

Verbalization Of Urban Sensory In Russian Language Classes As A Foreign Language

Захарова¹

2021

European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

Verbalization Of Urban Sensory In Russian Language Classes As A Foreign Language

Захарова¹

2021

European Proceedings of Social and Behavioural Sciences

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“…Hence the most important component and indicator of an individual's general culture is the responsibility for acquisition of linguistic heritage and preservation of Russian language mentality. Being aware of the importance of the above mentioned aspects of education as well as global demand for Russian language experts (Dzyuba, Zakharova, Ilchenko, Latuhina & Sheveleva, 2019), we consider the formation of the linguistic personality of a philologist to be one of the directions in higher education that define the content of verbal-teacher training.…”

Section: Introductionmentioning

confidence: 99%

Old Slavonic language as a didactic resource for developing a strong language student personality

Samoilova

Komyshkova

Patsyukova

et al. 2020

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The article considers the axiological potential of the Old Slavic language in connection with the problem of formation of the linguistic personality of the philologist. Special attention is paid to the axiological guidelines of modern pedagogical education: the development of a value attitude towards language as part of national history, culture, spirituality. Some aspects of the formation of a strong language personality are presented on the example of the language personality of the future verbal teacher. The aim of the study is to describe didactic possibilities of the language-preservative in the process of training the teacher-verbal are described: formation of attitude to the native language and historical path of its development as wealth and value, which contribute to unification and consolidation of the people speaking this language. The Old Slavonic (Church Slavonic) language appears to be a preservative language for the Russian language at all periods of its existence and, in this regard, becomes a methodological basis, an integrative base for the study of the history of the Russian language. This provision concerns the historical grammar of the Russian language, the history of the Russian literary language as the main educational disciplines of historical and linguistic training of a specialist-philologist. The methodological basis is a conception of linguistic rhetorical education of strong linguistic personality. For ancient languages we propose to implement the conception by linguistic methods of lexico-stylistic analysis, axiological approach to language study, method of modeling of integrative text didactic material. The results of the study show the mastering of the vocabulary of the Old Slavic language contributes to the expansion and deepening of linguistic competences and linguistic ethics of the philologist. As a result of successful practice of using case texts there is presented a version of integrative didactic material based on hagiography literature of Ancient Russia.

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Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

Latukhina

Маринина

2020

Vestn. Mininskogo univ.

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Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

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Intellectual Resource as a Factor of Ensuring National and Cultural Security in the Conditions of the Training Course “Teacher of Russian as a Foreign Language”

Cited by 4 publications

References 2 publications

Verbalization Of Urban Sensory In Russian Language Classes As A Foreign Language

Verbalization Of Urban Sensory In Russian Language Classes As A Foreign Language

Old Slavonic language as a didactic resource for developing a strong language student personality

Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

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