J 2020

Analiz predpochtenijj studentov pri vybore mobilnykh prilozhenijj dlja izuchenija russkogo jazyka kak inostrannogo

POTEMKINA, Tatiana, Lilia BONDAREVA, Svetlana NOVOSELOVA and Monika ŠEVEČKOVÁ

Basic information

Original name

Analiz predpochtenijj studentov pri vybore mobilnykh prilozhenijj dlja izuchenija russkogo jazyka kak inostrannogo

Name (in English)

The analysis of students´ preferences of mobile applications for studying Russian as a foreign language

Authors

POTEMKINA, Tatiana (643 Russian Federation), Lilia BONDAREVA (643 Russian Federation), Svetlana NOVOSELOVA (643 Russian Federation) and Monika ŠEVEČKOVÁ (203 Czech Republic, guarantor, belonging to the institution)

Edition

Perspektivy Nauki i Obrazovanija, 2020, 2307-2334

Other information

Language

Russian

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Russian Federation

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

RIV identification code

RIV/00216224:14640/20:00118133

Organization unit

Language Centre

DOI

Keywords in English

Russian as a foreign language; online applications for language learning; higher education; mobile learning
Změněno: 8/2/2021 17:27, Mgr. Monika Ševečková, Ph.D.

Abstract

ORIG EN

V originále

Vvedenie. Aktualnost zajavlennojj problemy prodiktovana tendenciejj razvitija metodiki prepodavanija russkogo jazyka kak inostrannogo v oblasti primenenija cifrovykh sredstv obuchenija. V pole zrenija issledovanija nakhodjatsja mobilnye prilozhenija, kotorye inostrannye studenty ispolzujut samostojatelno pri izuchenii russkogo jazyka. Cel issledovanija – vyjavit faktory, kotorye vlijajut na predpochtenija studentov, izuchajushhikh russkijj jazyk v raznykh stranakh, pri vybore jazykovykh internet-prilozhenijj. Metodologija i metodiki issledovanija. V issledovanii ispolzovany teoreticheskie metody analiza nauchnykh istochnikov, analiz osobennostejj izuchenija russkogo jazyka stran, imejushhikh raznyjj sociokulturnyjj kontekst jazykovogo obrazovanija (CHeshskaja Respublika, Turkmenistan). Dlja sbora ehmpiricheskikh dannykh primenjalsja opros (vsego 103 respondenta). Rezultaty. Issledovanie pokazalo, chto okolo 90% studentov iz obeikh grupp pribegajut k ispolzovaniju mobilnogo Interneta dlja izuchenija russkogo jazyka. Studenty iz CHeshskojj Respubliki znachitelno chashhe, chem ikh rovesniki iz Turkmenistana, vybirajut takojj cifrovojj resurs, kak jazykovye internet-prilozhenija (80% k 28%). CHeshskie studenty predpochitajut primenjajut prilozhenija so vstroennymi metodicheskimi sistemami, predpolagajushhimi razvitie raznykh vidov rechevojj dejatelnosti. Studenty iz Turkmenistana ispolzujut prilozhenija s ogranichennym spektrom metodicheskikh resursov. K vyjavlennym faktoram, vlijajushhim na predpochtenija studentov, mozhno otnesti sledujushhie: sushhestvujushhijj kontekst jazykovogo obrazovanija (dostupnost izuchenija jazykov, vkljuchenie cifrovykh resursov v obuchenie), predstavlennost rodnogo jazyka v cifrovykh resursakh, vladenie jazykom-posrednikom, vkljuchennym v cifrovoe obrazovatelnoe prostranstvo.

In English

Introduction. The relevance of the research comes from the tendency for the Russian as a foreign language methodology to apply digital learning tools. The research focuses on mobile applications that are used for self-studies by international students learning Russian. The aim of the research is to establish the factors that influence the preferences in online applications among students learning Russian in different countries. The methodology and research methods. The research relies on the theoretical methods of the analysis of scholarly works, the analysis of the distinctive features of learning Russian in the countries with different social and cultural contexts of language education (the Czech Republic, Turkmenistan). The survey used to gather empirical data (the total of 103 respondents) was aimed to identify the preferences of international students in their choice of online language applications. Results. The research established that about 90% of students from both groups resort to using mobile Internet for learning Russian. Students from the Czech Republic choose language online applications much more frequently than their peers from Turkmenistan (80% and 20% respectively). Czech students prefer to use applications with in-built methodology systems that encourage the development of different types of speech activities. Students from Turkmenistan use applications with a limited range of methodology resources. The factors that are found to influence students’ preferences include the existing context for language training (access to language training, use of digital resources for learning), the presence of the native language in the digital resources, the proficiency level in the intermediary language which is included in the digital education environment.