Keywords: marketization of care; paid care work; care agencies;
Mysleli jste si celý svůj život, že čas se nedá koupit? Pokud ano, tak vězte, že jste se mýlili. Čas si totiž můžete dost dobře koupit tím, že se vykoupíte z vykonávání určitých činností. Nemusíte být nějaký čas se svým dítětem, nemusíte chodit se svou babičkou k lékaři, nemusíte umývat okna, nemusíte vrtat poličku, nemusíte venčit svého psa.
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Keywords: Russian as a foreign language; the standards for Russian as a foreign language; level of language proficiency; lexical competence; phraseological units; phraseological minimum; set expressions;
The Russian testing system of Russian as a foreign language (RFL) is successfully operating for two decades. However, the levels of Russian language proficiency are still not described with sufficient completeness and validity. In the article the problem of reflection in the regulations of lexical competence, which is a system consisting of several components, is considered. One of the most important components are the idioms and set expressions. To form a tiered phraseological minimum is the most important task of the RFL specialists. This work proposes solutions to some theoretical and practical problems in the determining the scope and content of the phraseological lows.
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Keywords: bilingualism; problem of bilingualism; Unified National Exam; grammar mistakes; speech mistakes; Russian as non-mother tongue; language competency;
In many regions of the Russian Federation as well as in the Republic of Tatarstan we can witness the situation when the education is conducted using one language and at home the communication is performed using another language. Bilingualism in modern Russia is a wide spread phenomena. Bilingual people are people who can communicate in two or more languages in different environments both monolingual and bilingual in accordance with their sociocultural needs. Bilinguality is closely connected with the phenomena of double nature of cultural sensitivity. Peculiarities of the second language education have always been a topic of deep interest for a lot of scientists. Therefore a special branch closely connected to psycholinguistics appeared. The following article studies the questions connected with the problems which arise when bilingual students take Unified National Exam in the Russian language. The exam checks the following competencies of students: linguistic proficiency (system of the language, main language terms), language proficiency (main language rules), communicative proficiency (speech skills). Experience has proven that bilingual students show lack of such competencies. The research gives classification of the most wide spread mistakes students make when Russian is not their mother language. The basis for the research is represented by the written works of the students whose native language is Tartar. We analyze test tasks (with the possibility to choose the answer), compositions where students were supposed to show their skill to point out one of the problems mentioned by the author in the source text, to comment on this problem, to formulate the author’s position, to express their own point of view, to give arguments on their point of view and to make conclusions. We use method of comparative analysis of unrelated languages. Special attention is paid to the peculiarities of bilingual children teaching in the Russian environment. We have pointed out several recommendations for teaching of the Russian language in bilingual classes aiming to eliminate the mistakes pointed out in the article.
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Keywords: Internet; digital natives; digital immigrants; social media; project method; individualization in language learning;
Nowadays students are digital natives. It means that they can’t imagine working, learning and living in a society without Internet. Modern teachers should meet student’s expectations and give them possibility to develop foreign languages by using internet and mobile technologies. This article deals with the topic of using Internet in teaching Russian as foreign language. There are presented internet resources and ways how to use them during the classes and in the self-work with the language. The given examples of working with internet can be useful in teaching students of Russian philology, students of other faculties learning Russian as foreign language and students at language courses.
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Keywords: communicative method; teaching of Russian language; principles of choosing the proper method of teaching;
The thesis calls into question the blasted preference of the communicative method in teaching Russian as a foreign language. The thesis suggests that the goals of the teaching should be taken as the basic touchstone while searching for a applicable method of teaching.
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Keywords: proverbs; lingvoculturological competence; paremiological minimum; learning Russian as a foreign language;
This article offers some possibilities of using paremiological material in the process of studying various areas of Russian linguistics. It is giving some examples of the introduction of proverbs and sayings in the learning process, depending on the level of knowledge of students, on the purpose, etc. The article also considers the problem of determining the place of proverbs and sayings in relation to language.
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Keywords: toponym; city name Elista; cultural aspect; didactical aspect;
In article present an attempt to consider the city name Elista in cultural and didactical aspects in language teaching. It is established that the city name Elista in language consciousness of Kalmyks is used in its direct meaning and in metaphorical value. The name Elista and names of intracity city objects can be used in quality of local historical material in Russian Elista in cultural and didactical aspects in teaching Russian and Kalmyk as foreign languages.
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Keywords: cultural competence; strategic option; clip thinking; features of clip thinking; disguise technique; exercises;
Some difficulties that may arise in the process of teaching Russian as a foreign language to Polish students with the help of literary texts can be determined by a variety of factors. Subjective factors, which are largely conditioned by the shaping and developing of the students' clip thinking, do not contribute to an effective acquisition of a foreign language. Therefore, it seems reasonable to change our approach to teaching Russian to the students of the homo clipus generation. Similarly, a new approach should be introduced in the process of learning and teaching a foreign language with the use of literary texts. Accordingly, the article will propose certain solutions to this problem and describe workable means of arriving at them.
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Keywords: business discursive practices; frame; slot; basic vocabulary; company’s image creation;
Teaching business Russian language can be based on modern corporations discursive practices for easier integration of foreign students into Russian business sphere. Research of business discursive practices is actively carried out in modern communication science. So, communicative activity of Omsk industrial enterprises is being monitored at scientific seminars of Omsk State University for several years. The objective of such studies is to determine the means of company’s image creation. Modern linguistics has developed a variety of discourse analysis methods which reveal both reality interpretation language means and reality models themselves (we consider images to be such models in this case). Frame is a tool of image description in our research: this is the structure the company tries to impose on target audience. We suppose that the results of frame analysis provide good opportunities to visualize the structure of the basic vocabulary necessary for foreign students communicative competence formation in the sphere of Russian business discourse.
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Keywords: informal education; telecommunication network project; motivation for learning Russian;
The article describes the principles and methods of the telecommunications network project, which is an effective form of informal education in teaching Russian language. Changes in the teaching of Russian language due to the influence of the global community of network communication for the social sphere of human life: the emergence of new communication effects in human communication through telecommunications means; changes in behavior and speech language consciousness of native speakers; the emergence of new concepts in education caused by the use of information and communication technologies and individualization of learning. The process of developing, organizing and conducting a network project in the Russian language includes several stages. The article describes the modular structure of the project, including motivational, informative, practical and reflexive modules. Analysis of reflection and learning materials project participants give grounds to assert that telecommunication projects in the Russian language contribute to the development of students' linguistic and language competencies, increase the level of communication and information culture, and increase motivation to study the Russian language. Collaboration in the project erases age barriers between children and adults, develop competencies of the 21st century: critical thinking skills, self-organization and self-development, teamwork and others.
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Keywords: intonation structures of Russian; intonation structures of Czech;
Classes for Russian as a foreign language need to pay special attention to work with intonation structures (IS) that can be used in different ways depending on the communicative situation or, depending on the function of the IS in context. It is also necessary to take into account features of intonation structures of native language students Russian as a foreign language.
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Keywords: Russian language for special purposes; objective and subjective difficulties of perception of the lectures; scientific-pedagogical discourse; the technique of formation of skills of perception;
The article discusses the difficulties of interpreting sounding text (educational lectures, specialty) pupils nefrologie within the problems of teaching Russian language for special purposes. Marked subjective difficulties associated with the characteristics of the recipient addressee of scientific-pedagogical discourse, and objective difficulties caused by the complexity of the scientific knowledge and the difficulty of its perception. The necessity to study and describe the linguistic teaching lectures as implementation of scientific-pedagogical discourse in the interest of a scientifically sound and methodologically appropriate system for the formation of skills of perception of lectures for foreign students and its implementation in a modern high-quality textbooks.
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Keywords: speech situation; the development of connected speech; situational exercises; cognitive activity; speech culture;
One of the important questions in this article discusses one of the most important issues of modern linguistics - the role and place of speech exercises, which contribute to the development of connected speech of students. Particular attention is given to situational exercises for the development of connected speech, which are constructed using the activation of cognitive activity. Article includes the examples of speech exercises prepared for foreign students who have good knowledge of closely related languages (Ukrainian). These exercises can be used while teaching the course «Culture of Russian language» for students of philology specialty "Russian language and literature" in pedagogical high school.
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Keywords: lexical meaning; lexis olfactory perception; national and cultural component; internet discourse;
Article analyzes different ways of describing the area of a country / city through the prism of olfactory perception in online discourse. This study is an attempt to describe the specifics of the national-cultural identity odourative signs, securing stable olfactory associations for this or that object actually developing in a cultural stereotype. On the internet travelogues material of texts identified frequency metaphorical images based on combination of olfactory perception in the minds of existing and impressions of various countries / cities. Identified metaphor model reflect the particular situation of linguistic coding olfactory perception, acting as culturally significant landmarks.
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Keywords: text; russian language; linguoculturology; communication; culture; society;
Thе study investigates problematic of research the text from a linguaculturology point of view. We highlighted an important role of linguaculturology method in the analysis of the current texts, accentuate importance of the linguistic and culturogical competence of foreign languages students, Russian language as well. We characterize text as an object of linguaculturology research. Balance with modern IT within the work with foreign language text.
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Keywords: Russian language; verb formation; grammatical synonymy; literary norm; communication;
The Russian language is characterized by a big number of parallel forms at the level of verb formation which can be the reason for a lot of problems when communicating. At the same time the problem ofvariability in the Russian literary language at the level the verb formation hasn’t yet been studied thoroughly in spite of the careful attention paid to the verb category research by scientists. In the past there were more parallels ofthis kind and modern period of the development is still marked by some variations in choosing the verb form. This means that the problem of variation is still a topical problem of the linguistics. However there are not strict rules for the usage of these variations of the verb forms and it can lead to some problems when teaching the Russian language. Detailed study of each type of the variation in the history of the language gives an opportunity to propose perspectives of the phenomena development and will help to create general rules for the forms usage. The following article studies double parallels the verb forms have at the modern stage of the Russian language development. First of all these are verb forms of the present tense ending in –ать (for example каплет и капает, машет и махает etc); variative forms of the past tenses in verbs with suffix -ну- (for example (мокнул и мок etc) an the others. When teaching Russian as a foreign language one should pay attention to the usage of these parallel forms in the speech, accompany the teaching with available historic comments; give recommendations about the usage of these forms in accordance with their stylistic and semantic differentiation in the language. We consider this deviation from the norms of the modern language to be the common feature of all forms.
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