Vol 22, No 2 (2024)

The relevance of the research is in the necessity to solve the problems of providing citizens of friendly countries with the means of teaching Russian language, corresponding to modern educational standards, and ensuring knowledge acquisition for successful intercultural communication. Such a tool is the nationally oriented linguistic and country studies learner’s dictionary (NOLCSLD) for Vietnamese citizens learning Russian. The aim of the study is to develop the concept of NOLCSLD, considering the specifics of the addressee's native culture. The bifunctional Dictionary, on the one hand, explains the cultural semantics of nominative units of the Russian language in relation to their equivalents in Vietnamese linguistic culture, and on the other hand, includes a certain set of precedent units reflecting the peculiarities of the Russian linguistic culture, contributes to the formation of cross-cultural communication. The material was obtained in the experiment and includes proverbs, sayings, winged expressions, quotations from prose and poetry, movies, and cartoons. There were 655 units in total. The respondents were 60 students of 2-4 courses and 15 teachers of the Philological Faculty of Pushkin State Russian Language Institute. The research methods were empirical survey in its pilot version, generalization, systematization, structuring; descriptive and comparative methods. The research confirmed that the consciousness of a Russian linguistic culture representatives contains a certain number of precedent units - a part of their “cognitive base”. The units are characterized by nationalcultural meaning, identifying “password function” in the line “own - foreign” and participation in speech generation. There were 82 relevant units. Thus, the conducted research confirmed the necessity of including the article material into the structure of the future NOLCSLD for Vietnamese students studying Russian in Vietnam.

The subject of the study is a Russian quotation from a literary text as part of the intertextual thesaurus of modern youth. The relevance of the study is due to the lack of research on the methodological potential of Russian quotation - a significant part of the national cultural code - in modern educational discourse. The aim of the study is to substantiate the methodological potential of the quotation and to determine the tasks for developing an intertextual thesaurus for Russian schoolchildren studying the Russian language and literature. The material for the study included: 1) interpretations and definitions from explanatory and terminological dictionaries and reference books; 2) monographs, dissertations and articles, Federal educational program, and lesson notes; 3) the results of a survey among students of the Faculty of Philology of Herzen State Pedagogical University of Russia, high school students, students of the State Institution of Extended Education Center “Intellect” for gifted schoolchildren from Leningrad region (414 respondents in total). Research methods were: 1) content analysis; 2) comprehensive and comparative analysis of scientific works; 3) pilot survey. As a result of a content analysis of the definition of “quotation”, the key characteristics of a quotation were highlighted and a definition of this concept in the educational and methodological aspect was given. Based on a comprehensive and comparative analysis of scientific articles and dissertations written over the past 20 years, the aspects of the study of quotations in various fields of humanities were identified. The analysis of the Federal programs on Russian language and literature for basic and general education and teachers’ notes showed that the educational, including nourishing potential of quotations, is not sufficiently used in the process of linguistic and literary development of schoolchildren. The pilot survey revealed that students have an insufficient level of knowledge and understanding of quotations from the school curriculum. The key idea of the study is the need to create a methodological system of working with quotations for developing a linguistic personality aware of the national verbal cultural code. The study defines the tasks relevant for an integral system of work and outlines further prospects for studying the problem.

The research presents the experimental study of children’s speech in the aspect of lexical theory of motivation. It considers the strategies of comprehending Russian motivated vocabulary by 5-10-year-old monolinguals and bilinguals from Northern Kazakhstan. The relevance is due to the necessity to study children’s motivational language awareness (their ability to find connections between sound form and meaning) essential for developing child’s linguistic-cognitive thinking, efficient communication. The research aims at identifying and describing strategies of comprehending Russian vocabulary by monolingual and bilingual children using psycholinguistic experimental findings, and at analyzing the strategies taking into account children’s age and proficiency in one or two languages (Russian / Russian and Kazakh). The research material comprises 1440 children’s meta-statements or verbal reactions regarding their awareness about the word motivation. During the experiment, psycholinguistic, descriptive, and comparative-motivological methods were used. As a result, 12 strategies were described reflecting peculiarities of children’s comprehension and interpretation of motivated words. Common and specific features in implementing strategies by respondents were also identified. The generality is proved, which consists in the fact that meta-statements of monolingual and bilingual children aged 5-6, 7-8, 9-10 years are remarkable for the dynamics in motivational language-awareness development, as evidenced by the frequency of using language-oriented strategies (strategies 1, 2, 3). The difference is that 1) when comprehending Russian words, monolinguals gave more productive answers; their strategies were less diverse, and their meta-statements had a tendency towards one correct answer; 2) Russian-Kazakh bilinguals used various comprehension strategies, read the internal form of the Russian word less accurately, focused attention on individual segments of the word, mixed lexical units with similar sound forms in two languages, and created occasional word meanings. The obtained data can be useful for further studies of children’s speech and teaching Russian in monolingual and bilingual environment.

The relevance of the research lies in the necessity of including new technologies (in particular, generative artificial intelligence) in the process of language education in order to adapt students and teachers to new conditions of the information environment, to master new skills and abilities, to improve the quality of education. The highly productive value of generative artificial intelligence for teaching Russian as a foreign language at the level of professional education in higher education is emphasised. The aim of the research is to reveal the learning potential of generative artificial intelligence, which is achieved by applying the following methods: modelling of the learning process with the use of generative artificial intelligence; observation; generalisation of experience and forecasting of students’ achievements with regard to the development of linguistic and communicative competence, as well as flexible skills in academic and subsequent professional activities; linguodidactic analysis; descriptive method. The materials of the work have a pronounced practice-oriented character, as they represent a set of tasks and exercises, composed (performed) with the use of systems based on generative artificial intelligence (Gemini (Bard), Kandinsky, GPTchat (OpenAI), Perplexity, Shedevrum). The tasks are aimed at developing linguistic, communicative, professional, ICT-competences, as well as cognitive (analytical, generative and other) and creative abilities, and other flexible skills (Soft Skills) relevant for academic and further professional activities in the language being learnt (here - Russian as a foreign language). The limitations of generative artificial intelligence in terms of understanding the nuances of linguistic-cultural, social, emotional-psychological, stylistic context, which determines the role of the teacher in the learning process, are noted. We emphasise not so much mentoring, but rather cooperative-activity functions of the teacher, who simultaneously learns together with his students by accessing a resource that is gigantic in terms of information volume and technological capabilities, and directs, supervises, and corrects the activity of generative artificial intelligence and students. The prospects of the research are outlined, which imply the expansion of generative artificial intelligence technology possibilities in language education.

The relevance of the study is in the need to find effective forms of work with lexical units in teaching foreign languages under the conditions of the changing educational environment. The system of teaching vocabulary in the educational-methodical complex “New Souvenir 1” oriented at adult learners (level A1-A2) is characterized. The specificity of this complex consists in the variability of presenting teaching material: paper version (textbook, workbook, guidebook) and online version for distance lessons. The aim of the study is to describe the methodology of working with vocabulary in Russian as a foreign language classes, which is equally effective for face-to-face and online lessons in groups of adult Tanzanian learners. The methods of analysis, systematization, description, generalization, and experiment were applied. The materials of the study were paper versions of the Russian Souvenir series and its revised, updated and improved analog of 2024, called New Souvenir 1 . The described system was tested in groups of adult English-speaking learners during intensive Russian language courses in Tanzania (2023, 4 groups of 10 people). The experiment revealed that classes with the use of the “New Souvenir 1” teaching method can be effective both in distance and face-toface learning; learning new words in class helps learners to memorize new vocabulary and facilitates in homework, high repetition of the learned vocabulary and its minimization contributes to the assimilation of the learned lexical material. At the end of the course, the students successfully completed the final test, which checked not only the learned vocabulary, but also its use in speech activity (speaking, writing, reading, listening). The authors proved that the system of work with lexical material in the educational-methodical complex “New Souvenir 1” contributes to the effective learning of vocabulary in the course of Russian as a foreign language in groups of English-speaking (Tanzanian) students.

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