K voprosu o sozdanii motivacionnoj učebnoj sredy v processe izučenia russkogo jazyka kak inostrannogo v češskoj auditorii

GOLIKOVA, Guzel a Monika ŠEVEČKOVÁ. K voprosu o sozdanii motivacionnoj učebnoj sredy v processe izučenia russkogo jazyka kak inostrannogo v češskoj auditorii. Filologia a kultura. 2017, roč. 48, č. 2, s. 232-237. ISSN 2074-0239.

Základní údaje

Originální název

K voprosu o sozdanii motivacionnoj učebnoj sredy v processe izučenia russkogo jazyka kak inostrannogo v češskoj auditorii

Název anglicky

On Creating a Motivational Learning Environment in the Course of Learning Russian as a Foreign Language in the Czech Audience

Autoři

GOLIKOVA, Guzel (643 Rusko) a Monika ŠEVEČKOVÁ (203 Česká republika, garant, domácí)

Vydání

Filologia a kultura, 2017, 2074-0239

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Další údaje

Jazyk

ruština

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Rusko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL URL

Kód RIV

RIV/00216224:14640/17:00098073

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

subject experience; motivation; personal associations; methods of creating a motivational environment; personal and national factors

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

Statja posvjaščena voprosam sozdanija ličnostno-orientirovannoj sredy v obučeniji russkomu jazyku kak inostrannomu v češskoj auditorii. Važnym voprosom zdeś stanovitsja problema organizaciji motivacionnogo etapa v izučeniji nerodnogo jazyka. Avtory statji predlagajut rjad prijomov mitivirujuščego charaktera, kotoryje možno ispolzovať na raznych etapach zanjatij po russkomu jazyku kak inostrannomu.

Anglicky

The article is devoted to the creation of a student-centered learning environment when teaching Russian as a foreign language to Czech students. Of great importance in this case is the organization of a motivational stage in non-native language learning. This stage is based on the mechanisms, which enable us to include students’ subjective experience into their learning activities. We suggest using different methods for motivating activities in teaching grammar, vocabulary, style, syntax, speaking and other skills. The scientific novelty of the article is determined by new approaches in teaching Russian as a foreign language, primarily a subject-oriented approach. This allows us to build new “routes” in learning Russian as a foreign language using students’ personal experiences. We suggest doing exercises centered around the student's personality, their value fields and subjective representations. It makes possible to develop not only the skills of speaking and reading in a non-native language, but also to solve an educational task: to include the subject of instructions into the field of moral representations. The authors of the article suggest a number of techniques of a motivating nature that can be used at different stages of learning Russian as a foreign language: motivating questions; oral stories on the topic of the lesson, based on students’ own experience; blitz-survey on the topic of the lesson; associograms.