Att utvärdera studenters metaspråkliga kunskap med hjälp av Lärka

Peer reviewe

Teaching Literature to Foreign Audience at the Stage of Pre-University Training

AbstractThe paper considers the problems of applying the Russian as a foreign language teaching technique for teaching literature at pre-university department. In spite of the reduced scope of additional educational program in literature as provided for by the new requirements, in this audience, studying the Russian writers’ works corps is coupled with difficulties of both linguistic and mental nature. The teaching starts in groups having A1 mastery level of Russian, and, alongside with the non-mother tongue, the attendees have to master a course of Russian literature ranging from folklore and Old Russian literature to that of the 20th century within an incomplete academic year. The specific character of students’ audience and program requirements prescribe the necessary use of the main principles of RFL teaching – communicative, linguistic, didactic and psychological ones. The authors of the paper pay a special attention to practical application of the said principles giving numerous examples of study assignments and exercises of various types. The paper can be targeted to RFL teachers, students of philology and to everyone interested in problems of techniques of teaching literature in a non-mother tongues

Crowdsourcing Relative Rankings of Multi-Word Expressions : Experts versus Non-Experts

Peer reviewe

CoDeRooMor: En ny datauppsättning för svensk icke-böjningsmorfologi

Peer reviewe

Grammar profiling for empirical research and teaching

The presentation was prepared by Therese Lindström Tiedemann, Yousuf Ali Mohamed & Elena Volodina and presented by Therese Lindström Tiedemann.Peer reviewe

Swedish profile - potential för andraspråksforskning och undervisning i svenska som andraspråk

Non peer reviewe

Situational Communication in Teaching Russian as a Foreign Language to Beginner Learners

The paper presents the results of a study that explores the real teaching experience designing different kinds of speech situations during lessons of Russian as a Foreign Language for beginner learners. The study was carried out at National Research Tomsk Polytechnic University in the 2014-2015 academic year. The primary concern was to discover the most productive set of expressions and speaking turns for situational communication. The outcome is an algorithm of designing speech situations and a typology of speech situations. The paper may be of interest to practising teachers of Russian as a foreign language, students from teacher training colleges and to anyone who is interested in the methodology of teaching Russian as a foreign language