Bokareva, Y.M., Novoselova, O.A. (2023). Chinese Philology Students Studying Russian's Cultural Knowledge of Russia (Based on the Results of a Diagnostic Questionnaire). Pedagogy and education, 4, 79–97. https://doi.org/10.7256/2454-0676.2023.4.69039
Chinese Philology Students Studying Russian's Cultural Knowledge of Russia (Based on the Results of a Diagnostic Questionnaire)
Bokareva Yuliya Mikhailovna
PhD in Philology
Associate Professor, Department of Modern Russian Language and Methods of Its Teaching, Novosibirsk State Pedagogical University
Kozlov Aleksei Evgen'evich.
(2024)
Studying the biography of the writer by foreign students: problems and solutions. Педагогика и просвещение
4
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DOI: 10.7256/2454-0676.2024.4.72079
DOI:
10.7256/2454-0676.2023.4.69039
EDN:
JCTOIM
Received:
16-11-2023
Published:
23-11-2023
Abstract: Abstract: The subject of this study is the cultural knowledge of international philology students about Russia. The paper contains the results of a survey that was conducted for several years (starting in 2014) among students of the Xinjiang State and Xinjiang Pedagogical Universities (PRC, Urumqi), who studied Russian for two years using the textbooks "Russian Language for Universities" (created in China) and came to Russian as a foreign language for a one-year internship (during their third year of studying Russian as a foreign language) at Novosibirsk State Pedagogical University (NGPU), with a B1 level in Russian. The purpose of the work is to present a system of diagnostic tasks that allow students to identify the initial knowledge of philologists about the culture of the country of the language being studied. The purpose of the work is to present a system of diagnostic tasks that allow one to identify the initial knowledge of philology students about the culture of the country of the language being studied and changes in their ideas about the realities of Russian culture at the end of their year of study, to determine the basic cultural and country-specific information acquired during training by carriers of systemically different cultural values. Analysis of pedagogical, methodological, and educational literature on the problems of teaching foreign languages, including Russian as a foreign language, questioning of foreign speakers to determine cultural and regional knowledge about Russia, a method of describing, generalizing, and systematizing the data obtained, a method of thematic classification of cultural studies material presented in textbooks and assignments performed by students. The novelty of the research is determined by the material introduced into scientific and methodological circulation, obtained as a result of a survey and questionnaire of international students of philology, and by allowing the study of the image of Russia that has developed among international students. The study's main conclusions are related to the developed and tested system of diagnostic materials aimed at determining the level of cultural and regional competence of international students. The materials obtained allow international philology students to identify the basic culturally-oriented knowledge about Russia that they have after studying outside the language environment, as well as to track the changes that have occurred in their ideas about Russian culture during their studies in Russia and draw conclusions about the dominant cultural values of Russia in the language consciousness of international students.
Keywords:
RCT, methods of teaching RCT, competencies, socio-cultural competence, country-specific competence, cultural competence, cultural knowledge, training of foreign philology students, ethnomethodics, chinese students
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The work "Cultural knowledge of Russia by Chinese philology students studying Russian (based on the results of a diagnostic questionnaire)" is presented for review. The subject of the study. The work is aimed at considering the specifics of the organization of education for philology students who study Russian as a foreign language. Special attention is paid to the identification of cultural knowledge about Russia by Chinese philology students who study Russian. In general, the author coped with the tasks set; the selected subject was studied. The research methodology involves conducting a study in several stages. At the first stage, the analysis of works that address a significant number of issues was carried out. At the second stage, a study was conducted using a diagnostic questionnaire. The obtained results were analyzed and appropriate conclusions were drawn. The relevance of the research is due to modern trends in the development of methods and practice of teaching Russian as a foreign language. It is important to form students' communicative competence, an important component in the structure of which is cultural (regional, socio-cultural in a broad sense) competence (subcompetence), which requires familiarization with significant social and cultural realities of the country of the studied language. On the other hand, the punctuality of the work lies in its orientation to one of the modern areas of linguistics – imagology, which studies the image, the image of the country. Experts point to the need to form a positive image of Russia in the international educational space. The scientific novelty of the research is not defined in the work. The author substantiates the need for foreign students who study Russian to pay special attention to the study of the country's culture. Style, structure, content. The style of presentation corresponds to publications of this level. The language of the work is scientific. The structure of the work is clearly traced, the author highlights the main semantic parts. In the introduction, the author noted the problem and relevance of the subject matter. It was highlighted that it is important to form students' communicative competence, an important component in the structure of which is cultural (regional, socio-cultural in a broad sense) competence (subcompetence), which requires familiarization with significant social and cultural realities of the country of the studied language. This requirement is especially important in the process of training foreign students of philology. Due to the cultural orientation, students develop the ability to engage in intercultural communication, which is especially important for carriers of systematically differing cultural values. The next section deals with the description of the theoretical basis of the study. Special attention is paid in the works to the problems of linguoculturology and linguistic studies and research in the field of imagology; publications of methodologists who consider the main problems of teaching foreign languages, including Russian as a foreign language, are considered. The author considered the subject content of cultural and competence-based approaches in language education, the integrative principle of familiarizing students through language with the culture of the country of the studied language. Russian Russian specialists paid special attention to the works devoted to the problems of ethnooriented approaches in teaching Russian as a foreign language, as well as the works of methodologists and teachers of the Russian language from the People's Republic of China, considering topical issues of training Chinese students – future philologists in the absence of an authentic language environment. Important issues are the peculiarities of consistency in teaching regional studies material, the development of students' ability to navigate in a foreign language culture, criteria for selecting regional studies, including factual information, contributing to the formation of cultural competence. The next section examines the empirical basis of the study and describes the results obtained. The author paid special attention to the analysis of cultural materials of textbooks, conducted a diagnostic study and analyzed the results obtained. The article ends with summarizing the results of the study and formulating conclusions, highlighting the practical significance of the work and prospects for further research. Bibliography. The bibliography of the article includes 36 domestic sources, most of which have been published in the last three years. The list contains mainly articles and abstracts. In addition, there are educational and methodological manuals, monographs, and online publications. The sources are designed, in general, correctly, but heterogeneously. Appeal to opponents. Recommendations: - to carry out a deeper analysis of empirical materials; - in the introduction to formulate the scientific novelty and personal contribution of the author to the solution of the problem; - the conclusions in the final part should be made more detailed so that they reflect the content of the scientific novelty of the study and the personal contribution of the author to solving the problem raised. Conclusions. The problems of the article are undoubtedly relevant, theoretical and practical; it will be of interest to specialists who deal with the problems of teaching Chinese philology students who study Russian. The article can be recommended for publication taking into account the highlighted recommendations.
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