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PSYCHOLOGICAL AND PEDAGOGICAL ADAPTATION OF CHINESE STUDENTS OF ZERO LEVEL IN THE PROCESS OF LEARNING THE RUSSIAN LANGUAGE AS A FOREIGN // Tomsk State Pedagogical University Bulletin. 2017. Issue 10 (187). P. 79-83

In the article we are talking about the psychological and pedagogical adaptation of Chinese students in preparatory courses, mastering Russian as a foreign language from zero level. The key moment in this process is the psychological and pedagogical support of foreign native speakers by their teacher. Based on the conducted Russian and foreign studies, it is noted that informal communication and extracurricular activities of teachers contribute to facilitating the adaptation process in the new educational environment and improving the performance of foreign listeners. The basis of such activities are curators and tutors of training groups who have knowledge of cultural and religious norms and have an idea of the generally accepted rules of conduct of their wards. It is noted that as a result of the presence of such support, the process of adaptation of Chinese listeners and, accordingly, the educational process is optimized. The problem of psychological and pedagogical adaptation is very multifaceted, so for a more effective psychological and pedagogical support of Chinese students, it is necessary to create a system of common policies supporting foreign students. For the successful adaptation of foreign students to the reality of the Russian cultural, social and educational environment, the services and units of Russian universities that engage in hiring and accompanying foreign students must be staffed by teachers, specialists in the field of intercultural communication, ethnography and psychology. Russia can take a worthy place in the world market of educational services, because it has certain advantages, such as high level of teaching, more affordable cost of education, compared to other countries. To the list of advantages it is possible to add the introduction of the system of psychological and pedagogical support of foreign students, including all stages of the educational process.

Keywords: Russian as a foreign language, psychological and pedagogical adaptation, psychological and pedagogical support

ON THE QUESTION OF NECESSITY AND SPECIFICITY OF TRAINING FOR FOREIGN STUDENTS OF RUSSIAN SCIENTIFIC SPEECH AT THE PEDAGOGICAL UNIVERSITY // Tomsk State Pedagogical University Bulletin. 2018. Issue 2 (191). P. 169-174

The article deals with the problem of teaching foreign students of Russian scientific speech as the most important means of educational and professional communication in a Russian university. It points to the specifics of the training of foreign students of Russian scientific speech at the Pedagogical University. Attention is drawn to the problem of teaching Russian scientific speech of foreign students at the stage of pre-university training. The use of the adaptive potential of the method of teaching the scientific style of speech is suggested, the concept of «scientific speech of subject areas of pedagogy and subject methodology» is actualized. It is understood that the creation and use of an educational complex for teaching scientific speech in classes with foreign students of a pedagogical university helps to increase the effectiveness of the educational process. It is proposed to design a textbook on teaching of scientific speech for foreign students of a pedagogical university, the theoretical and practical educational material of which is set out in a modular format, supplemented with a set of workbooks. It is recommended to include the description of the lexical, morphological, syntactic, phonetic, structural and compositional features of modern Russian scientific speech in the educational material of the educational complex, adding practical tasks that fix the theoretical basis of the educational material and imply work in pairs and small groups. The recommended for design training complex for teaching of Russian scientific speech should contain guidance for teachers, basic guide to scientific speech, a set of workbooks, a collection of tests, dictionaries, reference materials, that must meet the current requirements of the educational literature. This training complex provides methodical and motivational support for the learning process and can contribute to improving the effectiveness of teaching. The article is of interest for teachers of Russian as a foreign language, working at preparatory departments of Russian universities, as well as for teachers of pedagogical universities working with foreign students.

Keywords: scientific style of speech, Russian scientific speech, adaptive potential, method of teaching the scientific style of speech, educational complex

RESULTS AND PROSPECTS OF THE VI INTERNATIONAL SCIENTIFIC AND METHODOLOGICAL SEMINAR FOR YOUNG SCIENTISTS «TEACHING RUSSIAN AS A FOREIGN LANGUAGE: THEORY AND PRACTICE» (WROCLAW (POLAND) – MUDANJIAN (CHINA) – TOMSK (RUSSIA), NOVEMBER 6, 2020) // Tomsk State Pedagogical University Bulletin. 2021. Issue 3 (215). P. 174-177

Introduction. The content and results of a scientific seminar devoted to the study of topical issues of teaching Russian as a foreign language in a multicultural space are described. The goal is to highlight the work of the VI International scientific and methodological seminar “The teaching Russian as a foreign language: theory and practice”. Material and methods. Observation, description, abstract review of the reports of the seminar participants. Results and discussion. The directions of intercultural communication in teaching Russian as a foreign language between foreign students and teachers, problems and prospects of linguoculturological education at the university, the role of research work of foreign students in the field of linguistic discourseology, functional semantics, functional lexicology in the formation of the foundations of the professional activities of bachelors and undergraduates are indicated. The analysis of the content of the reports and their discussion by the participants of the seminar made it possible to establish the actual tools and methods of organizing the teaching of Russian as a foreign language in the aspect of intercultural interaction. Conclusion. Plans for an interdisciplinary study of the problems of teaching Russian as a foreign language at a university and school have been identified.

Keywords: Russian as a foreign language, linguodidactics, intercultural communication

Educational text as a type of text and an object of scientific description: a review of approaches to the determination of functional and typological properties // Tomsk State Pedagogical University Bulletin. 2023. Issue 3 (227). P. 32-39

In the organisation educational interaction today there are dynamic processes associated with its transformation into a multicultural and multilingual interactive environment, the implementation of the tasks of competence-based learning, updating the bank of technological tools and methods of educational and methodological support. The foregoing determines the steady interest of scientists in the study of educational texts as an independent variety of texts. The main provisions of the history of the study of educational texts as a type of text and scientific object in modern humanities are systematized and summarized. The material of the study was special scientific sources of methodological and linguistic orientation, which form the basis of the modern theory of educational text. The research methodology is the complex use of logical (analysis, synthesis, analogy) and theoretical (generalization, systematization, description) general scientific methods. Based on the specifics shown in relation to the interpretation of the educational text from the standpoint of didactic and linguistic approaches, this type of text is defined as an independent unit – a speech work with multifunctionality and a set of textual features that are updated differently in different situations of educational interaction between the teacher and the student. Among the implemented functions, the key functions are communicative and didactic, and the latter has the status of the dominant one. Text features are characterized by a set of ways, forms and means of presentation at the genre, stylistic and discursive text levels. The reason for the polyphony that exists today in the scientific community regarding the definition of the essential content, structural, pragmatic features of an educational text is the impossibility of an unambiguous interpretation of its genre and stylistic nature, discursive implementation space, as well as the existence of multiple interpretations of the cultural and conceptual resources of texts of the analyzed type. At the present stage of development of the humanities, the educational text is an interesting object of scientific research, comprehended as an independent type of text, which has both general text properties and specific ones. The prospects of the research are related to the further expansion of the understanding of the educational text in accordance with the most relevant areas of research in science, in particular, within the framework of the problems of linguoculturology, discourse studies, linguoconceptology and conceptual didactics.

Keywords: theory of educational text, universal and differential features of educational text, educational discourse, educational and scientific sub-style of scientific style, genres of educational texts