Teaching Russian as a Foreign Language with the Use of LearningApps Service

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Abstract


The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students’ individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.


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Figure 1. Example pattern exerciser “Quiz with choosing the correct variant”

 

Figure 2. Example pattern exerciser “Classification”

 

Figure 3. Example pattern exerciser “Let’s guess”

 

Figure 4. Example pattern exerciser “Sorting pictures”

 

Figure 5. Example pattern exerciser “Text input”

 

Figure 6. Example pattern exerciser “Audio and video content”

 

Table 1. Exerciser “People are different, but the country is one”

Theme

QR code and link

Pattern

People are different,
but the country is one

https://learningapps.org/display?v=puwb2h2pn20

Audio and video content

 

Figure 7. Example pattern exerciser “Net of applications”

 

Table 2. Exerciser “Time designation”

Theme

QR code and link

Pattern

Time designation

https://learningapps.org/display?v=pe242ud7t20

Net of applications

 

About the authors

Tatiana V. Ignatovitch

Belarusian State University

Author for correspondence.
Email: tavlig@mail.ru
4 Nezavisimosti Ave, Minsk, 220050, Republic of Belarus

Ph.D., Associate Professor of the Department of Rhetoric and Methods of Teaching Language and Literature

References

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Supplementary files

Supplementary Files Action
1.
Figure 1. Example pattern exerciser “Quiz with choosing the correct variant”

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2.
Figure 2. Example pattern exerciser “Classification”

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3.
Figure 3. Example pattern exerciser “Let’s guess”

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4.
Figure 4. Example pattern exerciser “Sorting pictures”

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5.
Figure 5. Example pattern exerciser “Text input”

View (249KB) Indexing metadata
6.
Figure 6. Example pattern exerciser “Audio and video content”

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7.
Figure 7. Example pattern exerciser “Net of applications”

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