Effective Tools and Methods of Online Teaching Russian as a Foreign Language: on the Materials of the Teachers Survey

2021 ◽  
Vol 48 (5) ◽  
pp. 465-476
Author(s):  
Olga Anciferova ◽  
◽  
Leonid Moskovkin ◽  
Keyword(s):  
Foreign Language ◽  
Direct Contact ◽  
Online Teaching ◽  
Video Conferencing ◽  
Electronic Textbooks ◽  
Innovative Methods ◽  
Training Materials ◽  
Methods And Techniques ◽  
Pdf Format ◽  
Tools And Methods

This paper presents data on effective tools and methods of online learning obtained during a survey of 72 teachers of Russian as a foreign language working in various universities in St. Petersburg. The questionnaire, which included 7 open and closed questions, was created taking into account the features of the online lesson: reliance on cloud platforms for video conferencing, the dominant nature of visual perception of information, the need to constantly maintain the attention of students, and the lack of direct contact between the teacher and students. During the survey, it was found that the effectiveness of online teaching Russian as a foreign language, according to teachers, depends on the technical capabilities of cloud platforms for video conferencing, the use of both traditional textbooks in PDF format, and electronic textbooks as well as teachers' own training materials. Also it depends on the use of slide presentations, additional audio and video materials of both educational and non-educational nature, electronic simulators, sites containing game tasks, innovative methods and techniques of teaching.

Retour d’expérience sur l’enseignement du FLE en cours individuels par visioconférence

2021 ◽  
pp. 43-50
Author(s):  
Marine GUÉQUIÈRE
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Online Teaching ◽  
Video Conferencing ◽  
Full Time ◽  
Image Management ◽  
Private Lessons ◽  
Language Classes ◽  
The Uk

My experience in online teaching started in April 2016. Following a professional retraining and the obtaining of the DAEFLE, I first worked on websites connecting language learners with teachers for private lessons by videoconference. Then, in parallel, I followed the Master FLE course at Grenoble Alpes University, which I obtained in September 2018. I then became self-employed and now work full-time online from the UK. I currently teach 80-100 hours of French as a foreign language classes via video conferencing per month. In this article, I will first introduce you to the audience I work with, then the tools I use, especially for sound and image management, and finally I will finish with a feedback.

scholarly journals On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)

2021 ◽  
Vol 03 (04) ◽  
pp. 299-306
Author(s):  
Nasiba Xakimboyevna Abdullaeva ◽  
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Teaching Writing ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Korean Language ◽  
Innovative Methods ◽  
Methods And Techniques ◽  
Methods Of Learning

Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.

GENERAL PRINCIPLES OF ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 64-73
Author(s):  
Н.П. Дмитренко ◽  
О.Н. Колчина ◽  
Д.В. Мосова
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Foreign Language ◽  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Educational Materials ◽  
Authentic Texts ◽  
Training Materials ◽  
Electronic Education

XXI век - век электронного образования. Разработчики учебных курсов иностранных языков, авторы учебников иностранных языков отчетливо осознают, что переход образовательного процесса в онлайн неизбежен и будущее за электронными образовательными ресурсами. Востребованность электронных учебных материалов высока и среди учащихся, и среди преподавателей. В данной статье излагаются общие принципы онлайн-обучения русскому языку как иностранному. Вопросы, встающие перед авторами электронных образовательных материалов, касаются как инструментов, позволяющих сделать онлайн-обучение привлекательным для учащихся, так и алгоритма разработки онлайн-урока. Реализация принципов онлайн-обучения демонстрируется в статье на примере компонентов онлайн-урока, разработанного для уровня В1: показаны фрагменты аутентичных текстов и их лингво-методическая обработка, фрагмент словаря урока, некоторые стандартизованные задания и инструкции к ним, приведены примеры творческих заданий. Акцент делается на стандартизованных заданиях, поскольку цель онлайн-обучения - самостоятельное овладение учащимся предлагаемыми материалами. Стандартизованные задания представляют собой тестовые задания, направленные на освоение ритмики русского слова, слитного произношения слов в синтагмах, освоение русской интонации, лексики и грамматики актуальных тем, понимание смысла предложения и целого текста. Такие задания не требуют вмешательства преподавателя, тем важнее дать к ним исчерпывающую, развернутую инструкцию на русском языке и языке-посреднике. В статье обосновывается выбор уровня В1 как наиболее релевантного для онлайн-обучения, что, безусловно, не отменяет создание онлайн-курсов по русскому языку как иностранному и для других уровней. Придется лишь учитывать, что принцип выбора аутентичных текстов в качестве единицы обучения может соблюдаться нестрого на уровнях А1 и А2, в то время как на уровнях В2, С1, С2 аутентичные аудиовидеоматериалы и тексты для чтения будут единственно возможными единицами обучения. The 21 century is the century of electronic education (e-education). Developers of foreign language training courses, authors of foreign language textbooks are aware that the transition of the educational process to online is inevitable and the future belongs to electronic educational resources. The demand for e-training materials is high both among students and among teachers. This article presents the general principles of online teaching Russian as a foreign language. The questions the authors of electronic educational materials dwell upon relate both to the tools that make online learning attractive for students and the algorithm for developing an online lesson. The implementation of the principles of online teaching is demonstrated in the article with the components of an online lesson developed for level B1: fragments of authentic texts and their linguo-methodological processing are shown, a fragment of the lesson vocabulary, some standardized tasks and instructions for them, examples of creative tasks are given. The emphasis is put on standardized assignments, since the goal of online learning is for students to master the proposed materials independently. Standardized tasks are tests which aim at mastering the rhythm of Russian words, joint pronunciation of words in syntagmas, mastering Russian intonation, vocabulary and grammar of relevant topics, understanding the meaning of a sentence and a whole text. Such tasks do not require the interference of the teacher, it becomes more important to provide comprehensive, detailed instructions in Russian and the auxiliary language. The article justifies the choice of the B1 level as the most relevant for online education, which certainly does not negate the creation of online courses in Russian as a foreign language for other levels as well. We just have to take into account that the principle of choosing authentic texts can be observed less strictly at levels A1 and A2, while at levels B2, C1, C2 authentic audio and video materials and texts for reading will be the only possible units for studying.

Astronomy education and culture

2019 ◽  
Vol 15 (S367) ◽  
pp. 469-470
Author(s):  
Magda Stavinschi ◽  
Alexandra Corina Stavinschi
Keyword(s):  
Online Teaching ◽  
Astronomy Education ◽  
Extra Effort ◽  
Methods And Techniques ◽  
Specific Meaning ◽  
Practical Information

AbstractThe 2020 pandemics has brought about a revolution in education, thanks to the pervasiveness of online teaching. Contents, methods and techniques can now be rapidly shared across the globe. On the downside, a number of disciplines have been neglected or dropped altogether. Our paper aims to address the following questions: How has Astronomy in culture been affected? Why is it important to keep it alive? What are the solutions? We suggest that it has been dismissed for two reasons: first, it is perceived as a niche topic – some sort of erudite chatter about non-essential curiosities – that can be sacrificed in favour of more practical information; second, it is heavily culture-specific, meaning that it requires extra effort from the teachers, as it cannot be easily copied or translated from other sources.

Protection of intangible benefits as a priority form of legal protection

2021 ◽  
Author(s):  
Victoria Shesterina
Keyword(s):  
Property Rights ◽  
Civil Law ◽  
Legal Protection ◽  
Civil Protection ◽  
Judicial Practice ◽  
Innovative Methods ◽  
Intangible Benefits ◽  
Methods And Techniques ◽  
Moral Damage ◽  
The Russian Federation

The article is devoted to the study of the nature and content of the term “protection of personal non-property rights”. Based on the review of judicial practice, the author concludes that civil protection of intangible assets in the Russian Federation is carried out in the restorative and compensatory directions. The article analyzes such methods of civil protection of intangible benefits as compensation for moral damage and refutation of publicly known information of a defamatory nature. Based on the results of the study, the author concludes that it is necessary to apply innovative methods and techniques of civil law protection of personal non-property rights.

scholarly journals INNOVATIVE METHODS OF TEACHING A FOREIGN LANGUAGE FOR STUDENTS OF NON-LANGUAGE SPECIALTIES WITHIN

2021 ◽  
Vol 1 (194) ◽  
pp. 158-162
Author(s):  
Alina Mekheda ◽  
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Professional Training ◽  
Educational Process ◽  
Foreign Languages ◽  
Highly Qualified ◽  
Authentic Materials ◽  
Higher Education System ◽  
Innovative Methods ◽  
Educational Potential

The article reviews the main reasons for the growth of the role of a «foreign language» discipline within the framework of non-linguistic specialties as part of the process of gradual reformation of the higher education system in Ukraine. The author addresses the search for effective concepts for the integration of professional training and teaching foreign languages for future highly qualified specialists in non-linguistic universities, which are reflected in strategic government documents. The main innovative methods of teaching a foreign language, conditions for their effective application in the educational process of higher educational institutions along with their teaching and educational potential are analyzed. Amongst the innovative methods of teaching students a foreign language, the author highlighted the following: training modules that ensure the development of the fluency of students' speech, as well as their confident communication in a foreign language; case technologies that make it possible to use practical life situations for learning; binary classes allowing the integration of subjects, interest and students` motivation. Educators and students have the opportunity to use the Internet and computer technology to increase the efficiency of the process of learning foreign languages in university courses. A great tool for learning foreign languages are mobile applications and Internet platforms that use authentic materials. Students and teachers have access to audio and video materials created by native speakers who are also teachers. Mobile applications allow you to independently create test tasks, surveys and a variety of games and involve a large number of students.

scholarly journals Modern Approaches and Methods in Teaching English

2020 ◽  
pp. 63-66
Author(s):  
Marina Anatolevna Sinovats
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Traditional Education ◽  
Educational Process ◽  
Human Potential ◽  
Educational Institutions ◽  
Innovative Methods ◽  
The Face ◽  
Recent Trends ◽  
Main Components

Teaching a foreign language includes two main components: to impart and to receive information. In practice, the teacher tries his best to convey the knowledge that he has. The use of innovative methods in educational institutions expands the rights and opportunities of both students and teachers. Innovative technologies contribute to the development of the country's human potential. With a number of educational opportunities available to students of the modern generation, new trends that have completely changed the face of the traditional education system have emerged. Recent trends in the methodology reflect the vitally important role of the education sector as a whole, with its internalization of the educational process, emphasis on quality, and increased use of new technologies. Theory and methods are constantly being developed in the field of ELT. The article presents well-known trends in ELT that have been practically used all over the world recently. New trends in foreign language teaching are becoming known as GTM, a communicative method.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

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