Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language. Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franc

Cases in methods of teaching Russian as a foreign language

The article deals with the specificity of using cases in teaching Russian as a foreign language (RFL) to the adults getting higher professional education or studying Russian for personal goals. The research describes operational phases in the educational process of cases and presents the innovative three-component model of the case. The model is based on features of teaching Russian as a foreign language and takes into account the level of the language proficiency, peculiarities of students and learning environment. The authors define greatest challenges and positive aspects of using cases and lay down their efficiency conditions. The structure of the case developed and proposed in the article can be used in teaching any European language (with some modifications connected with features of culture and everyday life of this or that country). Efficiency of the method, proposed in the article, has been tested at Omsk Tank-Automotive Engineering Institute in the groups with the student number not exceeding 10 persons. The article formulates general methodical requirements and conditions enhancing the productivity of teaching Russian as a foreign language while using cases, positive and negative aspects of cases in methods of teaching Russian as a foreign language

Cases in methods of teaching Russian as a foreign language

The article deals with the specificity of using cases in teaching Russian as a foreign language (RFL) to the adults getting higher professional education or studying Russian for personal goals. The research describes operational phases in the educational process of cases and presents the innovative three-component model of the case. The model is based on features of teaching Russian as a foreign language and takes into account the level of the language proficiency, peculiarities of students and learning environment. The authors define greatest challenges and positive aspects of using cases and lay down their efficiency conditions. The structure of the case developed and proposed in the article can be used in teaching any European language (with some modifications connected with features of culture and everyday life of this or that country). Efficiency of the method, proposed in the article, has been tested at Omsk Tank-Automotive Engineering Institute in the groups with the student number not exceeding 10 persons. The article formulates general methodical requirements and conditions enhancing the productivity of teaching Russian as a foreign language while using cases, positive and negative aspects of cases in methods of teaching Russian as a foreign language