Система роботи з художнім текстом на заняттях з російської мови як іноземної в різнорівневих групах
Дата
2016
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті розглянуто та теоретично обґрунтовано систему роботи з художнім текстом на заняттях із російської мови як іноземної у групах з різним рівнем володіння російською мовою. Розкрито сутність поняття «художній фільм». Виокремлено підґрунтя застосування відеофільмів на заняттях, установлено їх недоліки та переваги. Значну увагу приділено особливостям подачі лінгвістичного матеріалу в групах із різним рівнем володіння мовою. Описано основні етапи роботи з художнім фільмом та розроблено систему вправ, які доречно використовувати на цих етапах. Автором висвітлено загальні та спеціальні особливості застосування художніх фільмів у групах із різним рівнем володіння мовою.
According to the Concept of language education of foreign citizens in higher education institutions, that has intention for linguistic, conversational and sociocultural competency, we put forward a system that would use fictional films in Russian language classes. Judging on behalf of varying Russian proficiency in different groups of foreign students, we have developed a system of tasks and exercises which can be effectively implemented. The author defines the term “fictional film” both incentives and disincentives for using films in language classes. The article describes the main principles of choosing a movie: thematic relevance, presence of a conflict situation which assures the further problem discussion, consideration of age features of students, their national customs, and religious belief. Significant attention has been given to the specifics of delivering linguistic information to student groups of different Russian proficiency levels. The author describes the main stages of work with the film: preparatory stage (preliminary explaining of language subtleties), viewing (developing an ability to understand film’s narration); and educating in every aspect of speech. A complex of exercises and tasks, which are relevant for each stage, has been developed. The author points out general and specialized implementations for a fictional film in student groups of different language proficiency levels. In our view, general ones are: 1) considering any national, cultural or religious traditions; 2) using the visuals as a tool of semantization; 3) using tasks in a manner of polemical discussions, which promote conversation in student groups of different language proficiency levels; 4) simultaneous development of every aspect of speech. In groups with higher proficiency levels we have observed some specialized uses for the exercise system, such as: systematic review of grammar material that students have learned; making conversations more active; wide use of situational and associative exercises or problem based tasks. Whereas in groups with low and intermediate levels exercises that develop speech and comprehension such as repetition of key phraseological units and word groups or monitoring the right sound pronunciation become more important.
According to the Concept of language education of foreign citizens in higher education institutions, that has intention for linguistic, conversational and sociocultural competency, we put forward a system that would use fictional films in Russian language classes. Judging on behalf of varying Russian proficiency in different groups of foreign students, we have developed a system of tasks and exercises which can be effectively implemented. The author defines the term “fictional film” both incentives and disincentives for using films in language classes. The article describes the main principles of choosing a movie: thematic relevance, presence of a conflict situation which assures the further problem discussion, consideration of age features of students, their national customs, and religious belief. Significant attention has been given to the specifics of delivering linguistic information to student groups of different Russian proficiency levels. The author describes the main stages of work with the film: preparatory stage (preliminary explaining of language subtleties), viewing (developing an ability to understand film’s narration); and educating in every aspect of speech. A complex of exercises and tasks, which are relevant for each stage, has been developed. The author points out general and specialized implementations for a fictional film in student groups of different language proficiency levels. In our view, general ones are: 1) considering any national, cultural or religious traditions; 2) using the visuals as a tool of semantization; 3) using tasks in a manner of polemical discussions, which promote conversation in student groups of different language proficiency levels; 4) simultaneous development of every aspect of speech. In groups with higher proficiency levels we have observed some specialized uses for the exercise system, such as: systematic review of grammar material that students have learned; making conversations more active; wide use of situational and associative exercises or problem based tasks. Whereas in groups with low and intermediate levels exercises that develop speech and comprehension such as repetition of key phraseological units and word groups or monitoring the right sound pronunciation become more important.
Опис
Ключові слова
вища освіта, російська мова як іноземна, система роботи, художній фільм, диференціація навчання, higher education, Russian as a foreign language, educational system, fictional film, differentiation in education
Бібліографічний опис
Біденко, Л. Система роботи з художнім текстом на заняттях з російської мови як іноземної в різнорівневих групах [Текст] / Л. Біденко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 5 (59). – С. 64–70.