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1
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Language awareness of non-native speakers of Polish

100%
Wysocka M. S., Wysocka M. S.
Kwartalnik Neofilologiczny
|
2019
|
issue 3
2
Publication available in full text mode
Content available

«Эффективно и интересно» – на примере учебного пособия по русскому языку Просто класс

84%
Kuca Z.
Acta Universitatis Lodziensis. Folia Linguistica Rossica
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2022
|
issue 21
173-179
EN
The textbook Просто класс is intended to teach Russian as a foreign language at levels A1–A2. The language material can be used by students and learners starting to learn the basics of the Russian language, participants of language courses, as well as participants of classes at Third Age Universities. The authors, Justyna Deczewska and Krzysztof Świrko, proposed a completely new structure of the manual, dividing the material into two semesters and 40 separate lessons. Each lesson consists of several language topics dedicated to lexical, grammatical, and communicative tasks. The titles of all lessons are marked with cultural connotations and meanings, some of them are also marked with common Russian expressions, which undoubtedly enriches the language material and rekindles students’ interest. The topics of the lessons, as well as the lexical and grammatical material, correspond to the declared level. The structure of each section is motivated by the linguistic objectives and the material presented. Each lesson is unique in its own way. In this way, the authors of the textbook try to avoid a routine teaching process. The advantage of this textbook is the authors’ additional materials prepared in online version (presentations, recordings, additional exercises, quizzes, lesson outlines). The aim of the textbook is to develop lexical, grammatical, and communicative skills. The textbook contains textual and post-textual materials, grammar and lexical tasks, and communicative-type exercises. There is no doubt that the textbook Просто класс will be a help for both school and academic purposes.
RU
Учебно-методическое пособие Просто класс предназначено для обучения русскому языку как иностранному на уровне А1–А2. Адресатами языкового материала могут быть студенты и ученики, начинающие постигать азы русского языка, участники языковых курсов, а также участники занятий университета третьего возраста. Авторы пособия Justyna Deczewska и Krzysztof Świrko предложили совершенно новую, ранее не используемую структуру пособия, разделив материал на два семестра и на 40 отдельно озаглавленных уроков. Каждый урок состоит из нескольких языковых тем, содержащих лексические, грамматические и коммуникативные заданиям. Названия всех уроков отмечены культурными коннотациями и смыслами, некоторые из них также обозначены устойчивыми русскими выражениями, что, несомненно, обогащает языковой материал и вызывает к нему интерес учащихся. Темы уроков, а также лексический и грамматический материал соответствуют заявленному уровню. Структура каждого раздела продиктована языковыми целями и представленным материалом. Каждый урок по-своему неповторим. Таким образом Авторы пособия пытаются избежать рутинизации учебного процесса. Преимуществом данного учебного пособия являются авторские дополнительные материалы, подготовленные в онлайн-версии (презентации, записи, упражнения, контрольные работы, конспекты уроков). Целью учебно-методического пособия является формирование лексических, грамматических и коммуникативных навыков. Пособие содержит текстовые и послетекстовые материалы, грамматические и лексические упражнения, а также задания коммуникативного типа. Несомненно, учебно-методическое пособие Просто класс станет как школьным, так и академическим подспорьем.
3
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Анна Падо. Беседа. Беседа – skutecznie i atrakcyjnie. Издательство: Draco, сс. 130

67%
Kuca Z.
Acta Universitatis Lodziensis. Folia Linguistica Rossica
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2019
|
issue 18
97-103
RU
Настоящая статья представляет собой рецензию на учебный комплекс по русскому языку для учеников, начинающих изучение русского языка как второго иностранного на третьем этапе обучения (средняя школа). Рассматриваются некоторые аспекты серии, отличающие данный комплекс от других учебных пособий, предназначенных для польских учеников, в частности: формирование умения общаться, строение устного и письменного высказывания, обучение грамотности, задания-проекты и другие.
EN
This paper outlines Беседа 1–3 by Anna Pado, a series of Russian language handbooks for students who begin studying Russian as their second language at the upper secondary school (in the Polish educational system). It outlines the main attributes of the series that make it superior to other educational materials available to Polish students. The series helps develop communication skills, improve speech and text composition, teaches accuracy, offers project work, and more.
4

ПІДГОТОВКА СТУДЕНТІВ ДО ВИВЧЕННЯ ПРИКМЕТНИКА ЯК ЗАСОБУ ОВОЛОДІННЯ УЧНЯМИ ПОЧАТКОВИХ КЛАСІВ НАВИЧКАМИ ОБРАЗНОГО МОВЛЕННЯ

67%
Зенченко Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
336-345
EN
The competence approach to the language and speech course teaching stimulates the development not only of the secondary school pupils’ speech communication optimization, particularly in primary school pupils, but also in the system of teachers’ training in higher educational establishments. The system of methodical guidelines for future primary school teachers is worked out. The features of future teachers’ training in the process of the primary school pupils’ communicative competence forming, particularly in the studying of adjectives are determined. According to the linguists O. K. Bezpoyasko, K. H. Horodens’ka, V. M. Rusanivs’ky feature is an object quality, which is not subject to a time changes, it is inseparable from it, it is a natural entity, constantly accompanies it; the idea about adjective’s features static character and immutability is formed according to it. One aspect of the language practical teaching intensification at school is pupils’ speech skills improving in the process of studying parts of speech. In our opinion adjectives take special place in it. The linguists and lingua- didacticians believe that the imagery of language in a fiction is created by the extensive using of figurative-expressive means such as epithets. Epithets are often the adjectives that improve verbal characterization, caused the additional features and emotionally expressive nuances. Teaching the adjective certainly has great potential for enriching the primary pupils’ vocabulary, developing abilitie to determine the function of adjectives in speech, replacing them with synonyms, and using this part of speech in the sentences. Stylistically the adjectives often serve as epithets. Future teachers must describe epithets’ role as the primary function of adjectives to the pupils. It must be noted that any communication has certain degree of emotion because adjective’s importance is quite reasonable. The epithet is the most used stylistic device, it provides the author the widest range of expressing their personal perception of people and events, it helps to define the author’s communicative utterances to a certain social group. Communicative and expressive adjective’s functions are implemented in different types of texts and utterances primarily to express their attitude to the event or phenomenon. Emotional epithet is perhaps the most significant means of speaking. Attitude to reality is displayed with a predicative function of adjectives taken in the short form (texts of the scientific style, newspapers).
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