Vol 10, No 1 (2024)

The paper is devoted to the problem of designing a nationally oriented level-based testing system for Russian as a foreign language and as a non-native language using a cultural approach in teaching on the example of Kyrgyzstan. The authors review the stages of the development of the language proficiency level system in Russian as an official language (TROL) within the framework of the KYRGYZTEST program. They described the test tasks based on the texts and words with a national-cultural component in the context of the cultural paradigm. The authors substantiated an important thesis about the need for meaningful filling of textual material with fragments of a cultural nature that describe the country of the student and can be related to their life experience, which makes the language test more interesting and emotionally significant. The design of test tasks involves linguodidactic selection of material, analysis of the similarities and differences of systemic phenomena in contacting languages and cultures, and mandatory consideration of the specifics of their functioning in expressing meaning.

Modern technology is capable of dictating new conditions for education, as well as changing the behavior patterns of students. Neural networks have not bypassed school classrooms and have become a new unique tool for solving homework. The purpose of this article is to review and analyze the emerging trend in the use of neural networks by students to do their homework. Research methodology included: collecting and systematization of data from different information sources within the framework of the indicated problem, analysis of the obtained data, their processing and interpretation. This article explores the experience of Russian schoolchildren using neural networks. By analyzing news articles from various news portals, we describe examples of school students’ use of neural networks for solving educational tasks in the humanities and technical disciplines. An analysis of different points of view on the emerging trend is also conducted. In addition, the reasons for popularizing neural network technologies among Russian schoolchildren are discussed. The outcome of the research is an attempt to model further developments in the trend of using neural networks by schoolchildren in educational work based on the obtained data. The paper concludes by stating that using neural networks as a tool for doing homework is no longer a technology of the future, but a technology of reality. Neural networks come to the aid of schoolchildren, allowing them to solve problems in various subjects more effectively. Thus, neural network technologies are becoming an integral part of the modern school era, enabling Russian schoolchildren to successfully cope with the tasks which the system of Russian school education puts before them, and giving the system of Russian education itself a reason for further modernization and adaptation to the conditions which the modern reality dictates to it.

The study is devoted to the problematic aspects of using linguoculturological and linguo-country approaches in the creation of educational and methodological complexes in Russian as a foreign language using the Italian example. The author identifies the critical points of the identified approaches based on content analysis and discourse analysis of a target sample consisting of three educational and methodological complexes published in Italy from 2011 to 2023 and focused on levels A1 to B2 according to the CEFR system. The author gives a critical assessment of the inclusion of cultural elements in educational and methodological complexes for Russian as a foreign language, and also identifies important points that must be taken into account when developing such complexes. The importance of using, instead of linguo-country and linguocultural approaches, a critical approach to the interpretation of culture, taking into account all its complexity and versatility, is emphasized. Authors involved in the development of educational and methodological complexes in Russian as a foreign language are recommended to include cultural aspects in their works, while, on the one hand, observing the requirements for levels of proficiency in Russian as a foreign language, and on the other hand, avoiding conveying to learners essentialized or stereotypical information about Russian culture. Non-essentialized and diverse cultural representation allows for an emphasis on modernity and the abandonment of stereotypes.

Important components of communicative competence are the skills of selecting communicatively relevant language means: skills of analyzing a communicative situation, assessing the semantic potential of a word, determining the composition of the semantic valences of a language unit, as well as reflecting on the effectiveness of the implemented utterance and self-editing in case of incorrect or inaccurate speech use. The influence of a multicommunicative sociocultural environment, the transfer of weak speech self-regulation from the experience of interaction in their native language, insufficient methodological attention to the development of the above skills within the framework of teaching Russian as a foreign language leads to significant difficulties for foreign students in determining appropriate language units, which is reflected in numerous lexicons-semantic, lexical-grammatical, lexical-stylistic violations. This necessitates the development of methodological tools that can eliminate or prevent student errors. In this article, we identify the components of the ability to appropriately use speech means, and also analyze the oral statements of foreign students (basic level of proficiency in the Russian test) in order to determine the types and mechanisms of errors associated with the choice of communicatively relevant language units. Based on the results of the analysis, directions for corrective and developmental work are proposed, as well as examples of exercises aimed at developing the lexical and semantic competencies of foreign students are given.