Translate this page:
Nota Bene. Books, journals, publishing technologies.
Please select your language to translate the article


You can just close the window to don't translate ☒
Library
 Your profile
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Back to contents

Pedagogy and education
Reference:

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

630126, Russia, Novosibirsk region, Novosibirsk, Vilyuiskaya str., 28

yuliamihail@mail.ru
Other publications by this author
 
 
Novoselova Ol'ga Arkad'evna

PhD in Philology

Department of Modern Russian Language and Methods of Its Teaching, Novosibirsk State Pedagogical University

630126, Russia, Novosibirsk region, Novosibirsk, Vilyuiskaya str., 28

novoselova.olya2011@yandex.ru
Other publications by this author
 
 

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
References
1. Gorbenko, V. D., Dominova, T. N., Ilyina, N. O., Kumbasheva, Yu. A. & Mityakova, M. V. (2021). Actual directions of the modern methodology of teaching Russian as a foreign language: content analysis results. Perspectives of Science and Education, 1(49), 249–264. https://doi.org/1032744/pse.2021.1.17
2. Prokhorov, Yu. E. (2012). Social and cultural aspects of Russian language learning: new conditions and new needs, new models. Russian language abroad, 3, 4–10.
3. Samchik, N. N. (2019). Mastering of socio-cultural competence during teaching the Russian language to foreign students. Karelian Scientific Journal, 8, 3 (28), 57–59.
4. Deykina, A.D. & Anisina, Yu.V. (2021). Specifics of the culturological component in professionally oriented Russian language teaching to foreign servicemenþ. Baltic Humanitarian Journal, 10, 1(34), 98–102.
5. Mitrofanova, O. D. & Kostomarov, V. G. (1990). Methods of teaching Russian as a foreign language. VII International Congress of Teachers of Russian Language and Literature. Moscow: Russian language.
6. Prokhorov, Yu. E. (1998). Linguistic and regional studies. Cultural studies. Regional studies: theory and practice of teaching Russian as a foreign language. Moscow: Pushkin State Russian Language Institute.
7. Moskovkin, L.V. & Shchukin, A.N. (2015) Theory of Russian as a foreign language teaching: past, present and future. Russian language and literature in the space of world culture. Materials of the Thirteenth. Congress of the International Association of teachers of Russian language and literature, 739–734.
8. Vereshchagin, E. M., & Kostomarov, V. G. (1980). Linguistic and cultural theory of the word. Moscow: Russian language.
9. Balykhina, T. M. (2000). Structure and content of Russian philological education. Methodological problems of teaching the Russian language: Scientific publication. Moscow: Publishing house of Moscow State University of Printing Arts.
10. Klobukova, L.P., Krasilnikova, L.V. & Matyushenko, A.G. (2009). Specific features and faculties of foreign students at the philological departments in the system of modern higher education in Russia. The World of Russian Word, 4, 91–98.
11. Vorobyov, V.V. (1997). Linguoculturology (theory and methods): Monograph. Moscow: Publishing house RUDN.
12. Tareeva, E.G. (2017). The system of culture-based approaches to foreign language teaching. Language and culture, 302–320. https://doi.org/1017223/19996195/40/20
13. Dzyuba, E. V. (2019). Cognitive strategies of Russia’s image presentation in foreign textbooks in Russian as a foreign language for Slavic language speakers. Philological class, 1, 75–82.
14. Dzyuba, E. V. (Ed.). (2019). The image of Russia in international educational discourse: linguocognitive and linguodidactic aspects: a collective monograph. Yekaterinburg.
15. Vesnina, L. E. & Kirilova, I. V. (2019). Image of Russia in Chinese textbook in Russian as a foreign language: axiological aspect. Philological class, 1, 83–88.
16. Galskova, N. D. (2016). Personal development potential of an intercultural approach to teaching foreign languages. News of the Gomel State University named after F. Skaryna, 2(95), 17–21.
17. Deykina, A. D. & Yanchenko, V. D. (2018). Some trends in modern methods of teaching Russian as a foreign language. Modern communication studies, 1(32), 47–52.
18. Korochkina, E. V. (Ed.). (2021). Teaching Russian as a foreign language in modern education. Ulyanovsk: UlSTU.
19. Belyakov, M. V. (Ed.) (2020). Problems of teaching Russian as a foreign language in a modern university: a collection of scientific articles. Moscow: MGIMO-University.
20. Kutyaeva, U. S. (Ed.). (2022). Modern educational technologies and trends in teaching Russian as a foreign language. Yekaterinburg: Publishing house "Azhur".
21. Ndyay, M., Nguyen, V., Huyung T. & Grunina, E.O. (2020). Innovative technologies in teaching Russian as a foreign language. Russian Studies, 18(1), 17–38. Retrieved from http://dx.doi.org/10.22363/2618-8163-2020-18-1-7-38
22. Balykhina, T. M. (2010). From methodology to ethnomethodology. Teaching Russian to Chinese: problems and ways to overcome them. Moscow: RUDN.
23. Novikova, A.K. (2011). Teaching the Russian language in China: ethnomethodological and ethnocultural features. Bulletin of the Russian Peoples' Friendship University. Series Issues of education: languages and specialization, 1, 68–75.
24. Okhorzina, Yu. O., Salosina, I. V., & Glinkin, V. S. (2019). Russian Language Teaching in a Chinese University: Theories and Methods. Bulletin of Tomsk State University, 441, 206–212.
25. Petrova, S. M., Sleptsova, A.I. (2020). Teaching Russian as a foreign language to Chinese students. Bulletin of the M.K. Ammosov North-Eastern Federal University. Pedagogy. Psychology. Philosophy, 2(18), 19–24.
26. Antonova, Yu. A. (2022). National psychological portrait of a Chinese student studying Russian. Philological class, 27(2), 161171.
27. Wang, Y. (2019). Modern approaches to teaching Russian as a foreign language in higher educational institutions in China. Modern science: current problems of theory and practice, 8, 55-58.
28. Gao, F. (2016). Features of teaching the Russian language in Chinese universities. Pedagogical education in Russia, 12, 41–45.
29. Luo, X. (2015). Methods of teaching the Russian language in China (history and prospects). Scientific and pedagogical review. Pedagogical Review, 2(8), 18–23.
30. Liu, H. (2011). Study of Chinese Russian methodologists on language and culture: a new stage, problems, and challenges. Bulletin of Kemerovo state university of culture and arts, 16, 85–89.
31. Song, H. (2021). Modern methods in teaching Russian as a foreign language. Scientific and educational magazine for students and teachers “StudNet”, 5, 1-5.
32. Zhou, S. (2016). Theory and practice integrated professional Russianists. Pedagogical education in Russia, 12, 171–175.
33. Shuping, Z. (2022). The importance of the sociocultural component in the process of forming communicative competence among philology students from China studying Russian as a foreign language. Issues in Journalism, Education, Linguistics, 41(4), 681–688.
34. Turbina, E. P. (2018). The role of the cultural approach in the process of teaching foreign languages. Bulletin of the Shadrinsk State Pedagogical University. Pedagogical sciences, 111–115. Retrieved from https://cyberleninka.ru/article/n/rol-kulturologicheskogo-podhoda-v-protsesse-obucheniya-inostrannym-yazykam
35. Fedotova, N. L. (2016). Main problems of teaching Russian as a foreign language in a non-linguistic environment. International Journal of Russian Studies,5. Retrieved from https://www.ijors.net/issue5_1_2016/articles/fedotova.html
36. Kolesnikova, N.I., Tum, E.A., & Markelova, E.V. (2015). The Olympic alphabet and linguocultural competence of learners. Siberian Pedagogical Journal, 5, 154–161.

Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

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.
Nota Bene
 
For authors
 
Other
 
Our sites
© 1998 – 2025 Nota Bene. Publishing Technologies. NB-Media Ltd.