卷 18, 编号 1 (2020): ONLINE RESOURCES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Last decade saw growing interest to innovative technologies in methods of teaching Russian as a foreign language (henceforward RFL). The article presents a review of most recent scientific publications on modern computer technologies. The material of the research includes conference papers, manuals, monographs, dissertations of 2018-2019, materials of congresses of International Association of Teachers of Russian Language and Literature (MAPRYAL) (2016, 2019), Russian Society of Russian Language and Literature Teachers (ROPRYAL) (2015, 2018), articles in scientific journals “Russian Language Abroad” and “The World of Russian Word” which are considered to be the most authoritative journals in the sphere of methods of teaching RFL. The research methods are descriptive and statistic methods, method of continuous sampling. The research revealed main issues on possibilities and reasonability of using innovative technologies in teaching RFL. The growing number of publications on the issue shows the perspectives of innovative technologies in teaching RFL.

The aim of the article is to describe the didactic features of various Russian as a foreign language e-textbooks, online courses, and define their pedagogical features, disadvantages and advantages in language learning. The research methodology includes surveys and analysis of scientific literature, learning outcomes, expert assessments. The research is based on studying the results of pedagogical research and experience of using information and communication technologies in language teaching. The results of the study are given, and the necessity of using various types of electronic textbooks is proved. The article addresses the following issues: how can e-textbooks improve students’ competence? what are the most effective teaching methods in the aspect of new digital technologies? The results of the study allowed to identify the following requirements for online courses: teachers' active participation, planning various possibilities for using online courses, conducting regular monitoring of the course study, supporting the learning process and user interaction within social services, and developing specially designed learning material. The article discusses principles that should be applied in Russian language online courses. The results of the study showed that the variety of forms and means of e-textbooks contributes to implementation of various methods and technologies of teaching Russian (blended learning, inverted class learning, problem-based learning).

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

The paper is devoted to compound abbreviated appellatives, i.e. non-initial common abbreviations, related to the collocations by means of “spontaneous” formation (in diachrony) and/or motivation (in synchrony).The relevance of the investigation is determined by implementing a new approach to interpreting abbreviation based on identifying onomasiologically significant mechanisms of the producing unit transformation into an abbreviation as well as on the differentiating synchronous and diachronic methods to abbreviations. As the result, the author can define new principles of abbreviations’ lexicographic description. The aim of the article is to establish the basic options for determining and describing compound abbreviated appellatives as an autonomous onomasiological type of abbreviations in diachrony and in synchrony. The novelty of the research consists in the following facts: firstly, the necessity to differentiate abbreviations as nominative units, arising from overcoming asymmetric dualism of descriptive collocations, from reductions, which act as formal doublets of abbreviated words because they preserve the onomasiological status of the original unit, is justified; secondly, it defines the reasons to refer compound abbreviated appellatives to an autonomous onomasiological class of abbreviations; thirdly, it shows the need to differentiate synchronous and diachronic descriptions of abbreviations. The practical significance lies in the fact that the results of the study can be used for composing dictionaries of abbreviations.

Researches of the discursive analysis become more and more significant sphere of linguistics. Both forest and house act as two main and never identical worlds. The fundamental conceptual opposition of fairy-tale discourse is based on the concepts of house and forest, fundamental opposite worlds. The purpose of the article is to examine the two concepts as crucial components of friend-or-foe opposition, and to reveal features of their representation in Russian linguistic culture. During the research, the author used descriptive, inductive and cultural-historical methods. The research showed that the concepts of forest and house are key components of fairy-tale discourse, have nationally specific features in Russian fairy-tales revealed in the texts. The theoretical relevance of the article lies in the fact that contributes to working out the problem of national worldview representation and Russian ethnos mentality. The practical relevance of the article consists in possibility of using its materials in the process of teaching, while compiling lectures, guides for teachers, seminars on fairy-tale discourse. A role of house and forest for Slavic people is really significant. Besides, the results of the study show the necessity of further analysis of fairy-tale discourse, more detailed description of the concepts and their comparison with the concepts of other national fairy-tales.

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