PECULIARITIES OF TEACHING DISCIPLINE “GEODESY” TO FOREIGN STUDENTS IN RUSSIAN AS A FOREIGN LANGUAGE
DOI: 10.23951/1609-624X-2017-5-168-173
The article is devoted to development of a technique of training of foreign students in the Russian technical higher educational institution. The linguistic barrier is a basic reason which interferes with effective development of technical disciplines. The feature of technical disciplines is a large number of special terms and processes and the phenomena which can be described only by difficult technical formulations. The idea of this article is to search for methods to reduce the impact of the language barrier in the teaching of foreign students to Russian as a foreign language. The initial stage of training should be aimed at preparing students for training in the Russian-speaking environment. Preuniversity preparation became such a stage. Here students reach only elementary level. They are able to establish and maintain social contacts in standard situations of the daily life; they have a minimum of linguistic means, the vocabulary of such students can reach not less than a thousand of lexical units. After that the student passes to studying of special disciplines. The first step is training of the student for perception of special terminology. For this purpose foreign students were offered to study the bilingual glossary. The bilingual glossary included an interpretation of concepts in the Russian and the English languages. The reason of the choice of English is that it is an international language, in many countries it is the second official, most of electronic translators are adjusted to translate into English. The second step is the use of methods of visualization for the best perception of information. Illustrations (drawings, maps, schemes) and demonstrations (demonstration and studying of the device of special geodetic devices) were chosen as objects of visualization. The combination of these two acceptances in training of foreign students allowed to increase the level of knowledge of technical discipline considerably.
Keywords: foreign student, Russian as a foreign language, bilingual glossary imaging techniques
References:
1. Kapezina T. T. Problemy obucheniya inostrannykh studentov v rossiyskom vuze [Problems of foreign students in Russian universities]. Nauka. Obshchestvo. Gosudarstvo – Science. Society. State, 2014, vol 1. (in Russian). URL: http://cyberleninka.ru/article/n/problemy-obucheniyainostrannyh-studentov-v-rossiyskom-vuze. (accessed: 30.01.2017).
2. Tsareva E. E. Mul’tiyazychnost’ v kontekste internatsionalizatsii professional’nogo obrazovaniya [Multilingual competence in the process of internationalization of professional education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, no. 1 (178), p. 106–109 (in Russian).
3. Berry J. W. Cross-cultural psychology: Research and applications. Oxford University Press, 2002. 588 p.
4. Gene E. Robinson, Russell D. Fernald, David F. Clayton. Genes and Social Behavior. Science, 2008, vol. 322, p. 896–900.
5. van Rosse F., de Bruijne M., Suurmond J., Essink-Bot M.-L., Wagner C. Language barriers and patient safety risks in hospital care. A mixed methods study. Patient Education and Counseling, 2016, vol. 99, issue 4, p. 522–529.
6. Linsya M. Obucheniye russkomu yazyku kak inosstrannomu v vuzakh Kitaya: problemy i puti ikh resheniya (iz opyta raboty prepodavateley Mudan’yczyanskogo pedagogicheskogo universiteta [Teaching Russian as a foreign language in higher education of China: problems and solutions (experience of teachers of Mudanjiang pedagogical university)]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 7 (172), p. 70–75 (in Russian).
7. Babenko I. I., Czjan C. Traditsii i innovatsii metodiki obucheniya russkomu yazyku kak inostrannomu v Kityae [Traditions and innovations of the teaching methods of Russian as a foreign language in China]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 10 (175), pp. 121–124 (in Russian).
8. Avdeeva I. B. Nekotorye aspekty istorii razvitiya metodiki prepodovaniya RKI: na materiale uchebnikov i uchebnykh posobiy dlya inostrannykh uchashchikhsya nefilologov razlichnykh profiley obucheniya [Some aspects of history of development of a technique of teaching Russian as foreign: on the materials of textbooks and education guidances for the foreign students not philologists of various profiles of training]. Yazyk, literatura, kul’tura: aktual’nye problemy izucheniya i prepodavaniya – Language, literature, culture: urgent problems of studying and teaching, 2014, p. 325–342 (in Russian).
9. Sinkhua V. Integrirovannoye razvitiye osnovnykh vidov rechevoy deyatel’nosti kak osnova obucheniya inostrantsev russkomu yaziku [Integrated development of main types of speech activity as the basis of teaching Russian as a foreign language]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, no. 3 (9), p. 47–53 (in Russian).
10. Savchits A. S. Sovremennye podkhody k sostavleniyu uchebnogo terminologicheskogo slovarya [Modern approaches to the preparation of educational terminology dictionary]. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta – Vestnik of Moscow State Linguistic University, 2012, vol. 19. p. 223–229 (in Russian).
11. Friendly M. Brief History of Data Visualization. Handbook of Data Visualization. 2008. Pp. 20−21.
12. Ermolaeva Zh. E., Lapukhova O. V., Gerasimova I. N. Infografika kak sposob vizualizatsii uchebnoy informatsii [Infographics as a way to visualize the educational information]. Kontsept – Concept, 2014, vol. 11 (in Russian). URL: http://cyberleninka.ru/article/n/infografika-kak-sposobvizualizatsii-uchebnoy-informatsii (accessed: 30.01.2017).
13. Baturin D. S. Osobennosti vizual’nogo myshleniya [Features of visual thinking]. Psikhologiya, sotsiologiya i pedagogika – Psychology, sociology and pedagogy, 2014, vol. 5 (in Russian). URL: http://psychology.snauka.ru/2014/05/3154 (accessed: 30.01.2017).
14. Lozinskaya A. M. Freymovyy sposob strukturirovaniay soderzhaniya modul’noy programmy obucheniay po fizike [Frame-way to structure the content module of Physics courses]. Izvestiya Ural’skogo gos. un-ta – Proceedings of the Ural State University, 2009, vol. 3 (67), 178 p. (in Russian).
15. Bodrov V. N., Magalashvili V. V. Orientirovannaya na tseli vizualizatsiya znaniy [Focused on target visualization]. Obrazovatel’nye tekhnologii i obshchestvo – International Journal of Knowledge educational technology and society, 2008, vol. 11, no. 1, p. 420–433 (in Russian).
16. Syrina T. A. Kognitivnaya vizualizatsiya: sushchnost’ ponyatiya i ego rol’ v obuchenii yazyku [Cognitive visualization essence and methods of teaching languages]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 7 (172), p. 81–85 (in Russian).
( 519.15 kB ) 
( 506.41 kB )
Issue: 5, 2017
Series of issue: Issue 5
Rubric: SCIENTIFIC REPORTS
Pages: 168 — 173
Downloads: 1008