Некоторые аспекты преподавания русского языка учащимся с русским языковым наследием в Южной Корее

쟌나 발로드 한국노어노문학회 2017 노어노문학 Vol.29 No.4

This paper brings attention to the issues in teaching Russian language to learners from multicultural families and from families of Russian speaking ethnic Koreans in Korea who are heritage speakers of the Russian language. In this paper the challenge in teaching Russian language to these heritage speakers in Korea will be analyzed regarding particular language situation including demographic, linguistic and other factors. The author overviews the contemporary methodological approaches to teaching Russian language and describes methodologies of teaching Russian language to heritage speakers in the educational institutions in South Korea. It is concluded that in South Korea, the Russian language is taught to heritage speakers either as a foreign or as a native language depending on the educational institution: where the learners are enrolled in the Korean or in the Russian school. Neither of these methods is efficient for heritage-speakers learners of Russian. It is recommended that for the educators in Korea to consider vast Soviet and Russian experience in teaching Russian as a second native language (RSL) and also to utilize contemporary programs of teaching Russian language to children living abroad. Статья посвящена вопросам преподавания в Южной Корее русского языка учащимся с русским языковым наследием из мультикультурных семей и семей русскоязычных этнических корейцев (коре-сарам) в связи с многоязычием как новой языковой ситуации в Южной Корее. В работе дается обзор современных методологических подходов к преподаванию русского языка (русский как родной, русский как неродной в национальной школе, русский как иностранный, русский для билингвов/детей соотечественников зарубежом) и рассматривается их применение в корейском образовательном пространстве в отношении учащихся с русским языковым наследием.

Иноязычные заимствовования русского происхождения в северном варианте корейского языка

Баллод Жанна Оттовна(쟌나 발로드) 한국노어노문학회 2014 노어노문학 Vol.26 No.5

The paper analyzes borrowing words of Russian origin in the Korean language (focusing on the North Korean dialect) as a sociolinguistic phenomenon. It highlights the methods of borrowing of Russian words and its adaptation to the recipient language. The author compares international words in South and North Korea and arrives at a conclusion that in North Korea these words were incorporated into the language through the medium of Russian language. Extensive borrowing from the Russian language in the North Korean dialect is attributed to close ties between the USSR and DPRK in the middle of the XX century. Borrowed words of Russian origin underwent phonetic and semantic adaptation and became a source of new word-formation elements and therefore increased lexical richness of the Korean language in the DPRK.

Функциональный подход к изучению глагола в РКИ: таблица-алгоритм с конечным списком образцов его формоизменения

쿨코바 라이사,Vadim Slepchenko 서울대학교 러시아연구소 2022 러시아연구 Vol.32 No.2

This article presents a table-algorithm with a comprehensive list of the patterns (variants) of Russian verb conjugations (both typical and unique). The first 18 patterns are typical (читать, готовить, писать, пить...), the last 12 patterns (19-30) are unique (идти, есть...). Typical ones are divided into 4 productive patterns and 14 non-productive ones (V. V. Vinogradov). According to productive (or open) patterns, marked with the ‘double plus’ sign (++), not only most of the verbs of the Russian language, but also all new verbs are conjugated (лайкать — as читать, зафрендить — as готовить...). About 400 verbs are conjugated according to the non-productive (or closed) patterns, marked with ‘the single plus’ sign (+). It means that new verbs (neologisms) cannot be conjugated according to these forms (писать, пить, взять, давать...). According to 12 unique patterns that are not marked with ‘pluses’, only few verbs are conjugated (from one to three). The second type of marking is the letters a, b, c, denoting the type of stress in the present tense: constant stress on the stem (a: ле́чь-ля́гу, ля́жешь), constant stress on the ending (b: пе́чь-пеку́, печёшь), movable stress (c: мо́чь-могу́, мо́жешь). The third type of marking is an exponent symbol. It denotes sub-patterns (varieties of one pattern) that differ from each other in alternations (b1: печь — к/ч, b2: беречь — г/ж) or the form of the infinitive (a1 — читать, a2 — дуть). Referring to the table, students can learn new verbs from ready-made patterns. Based on this comprehensive table, teachers can compile shorter tables for specific tasks. В статье представлена таблица-алгоритм с конечным списком из 30 образцов изменения русских глаголов, как всех типовых (1—18), так и всех уникальных (19—30).  Типовые представлены двумя группами: 4 «живых» образца  (по ним изменяется большинство глаголов русского языка и все новые глаголы) и 14 «окаменевших» (В. В. Виноградов), по которым спрягается около 400 исходных глаголов. Остальные 12 образцов являются уникальными: это шаблоны для изменения 1-3 исходных глаголов.  В таблице три типа маркировки: два плюса / один плюс / нет плюса — это знаки для “живых”/“окаменевших”/уникальных образцов. Буквы а, б, в обозначают разные типы ударения в личных формах настоящего времени: постоянное (на основе, на окончании) и подвижное. Цифрами в степени над знаком ударения (а1, б1, в1) промаркированы подобразцы, которые на фоне образца выделяются одной-двумя своеобразными чертами. На основе сводной таблицы педагоги-практики могут составлять более короткие ее варианты для конкретных нужд обучаемых.

Опыт комплексного обучения терминологии студентов музыкальных специальностей из Республики Корея(на примере ВШМ Республики Саха)

Gauk Lyudmila 한국노어노문학회 2022 노어노문학 Vol.34 No.3

The article summarizes the experience of combining two manuals in work with students from the Republic of Korea who studied at the Higher School of Music of the Republic of Sakha (Yakutia). One manual is Russian as a foreign language for musical specialties by A.V. Bukharova and T.G. Bukharova, and the second is adapted texts derived from the Textbook on Harmony by A. Myasoedov. The paper deals with the difficulties that students from Korea encountered in applying the knowledge gained in the general course of Russian as a foreign language and in communicative practice in the Harmony class, which is part of the area of major. The article draws attention to the functioning of national terminology in teaching Harmony both in Russia and Korea; on the use of particular forms of adjectives that are not studied in the general course of Russian as a foreign language but actively operated in the field of music specialty. In addition, the author points to the active use of verbal nouns as music terms and the importance of teaching students the constructions of the scientific style of the Russian language. Статья обобщает опыт совмещения двух пособий: учебника А.В. Бухаровой и Т.Г. Бухаровой “Русский язык как иностранный для музыкальных специальностей“ и адаптированных текстов “Учебника Гармонии“ А. Мясоедова в работе со студентами из республики Корея, обучавшимися в Высшей школе музыки республики Саха (Якутия). В работе рассматриваются трудности, с которыми студенты сталкивались в ходе применения знаний, полученных в общем курсе РКИ и в коммуникативной практике на уроках Гармонии, входящей в область специальности. В статье обращается внимание на функционирование национальной терминологии при обучении Гармонии как в России, так и в Корее; на применение особых форм прилагательных, не изучающихся в общем курсе РКИ, но активно оперирующихся в области музыкальной специальности. Кроме того, автор указывает на активное применение в области специальности отглагольных существительных в качестве музыкальных терминов, а также на важность обучения студентов конструкциям научного стиля русского языка.

О ПЕРСПЕКТИВАХ РАЗВИТИЯ МЕТОДИКИ ПРЕПОДАВАНИЯ РКИ

Кулик А.Э. 한국노어노문학회 2016 한국노어노문학회 학술대회 발표집 Vol.2016 No.6

Методические разработки к теме «Русское имя и его формы»

Депонян Каринэ Александровна(데포냔) 한국노어노문학회 2014 노어노문학 Vol.26 No.5

This article presents a national-oriented technology of teaching Russian anthroponymic system to Korean students based on comparative study of Russian and Korean systems of naming people. The article also includes methodical recommendation and practical tasks.

Русские и корейские устойчивые сравнения в сопоставительном аспекте

Кулик Александра Эдуардовна(Kulyk Oleksandra) 한국노어노문학회 2014 노어노문학 Vol.26 No.5

In the result a comparative analyses of Russian and Korean similes the author of the paper suggests the method for classification of equivalent similes which can be utilized in compiling of simile dictionaries. The author also comes to conclusion that the native speakers of Russian language use in the speech similes more often than the speakers of Korean language. As for image and comparison standards mapping, the Korean and Russian languages share little in common because the number of mismatches exceeds the number of equivalencies.

Фразеологизмы русского языка со словом душа в корейской аудитории

Терских Татьяна Филипповна 한국노어노문학회 2015 한국노어노문학회 학술대회 발표집 Vol.2015 No.10

СПЕЦИФИКА ОБУЧЕНИЯ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

Марина Анатольевна Олейник(Marina Anatolyevna Oleynik) 경북대학교 러시아-유라시아 연구소 2021 러시아유라시아연구 Vol.6 No.1

Rapidly changing, the cultural and linguistic language environment dictates the specific nature of communication in new situations and, accordingly, new requests of students, in connection with which there is a need to update teaching methods in the field of spoken speech in a foreign language. A special place can be taken by working with authentic video materials which help foreign students to understand fluent Russian, feel freer in live communication and also adapt faster to new living conditions, overcoming the language barrier. The authors of this article offer an interactive option for foreign students to get acquainted with the cultural capital of Russia, the purpose of which is not only a variety of forms of work and attracting attention, but also the formation and development of communicative competence through the background of general cultural knowledge. The work with the music video is presented in a complex and step-by-step manner, revealing the features of the lesson in Russian as a foreign language and including both its language and speech side.

ИСПОЛЬЗОВАНИЕ КУЛЬТУРОВЕДЧЕСКИХ ТЕКСТОВ НА ЗАНЯТИЯХ ПО ГРАММАТИКЕ РКИ (НА ПРИМЕРЕ ЮМОРИСТИЧЕСКИХ СТИХОТВОРЕНИЙ)

Екатерина Сергеевна Штернина(E. S. Shternina) 경북대학교 러시아-유라시아 연구소 2021 러시아유라시아연구 Vol.6 No.1

The article is devoted to the possibilities of use of humorous children’s poems to teach Russian language grammar to foreign students. Although poetry is one of the most difficult areas to study for foreign students, short children’s poems can be very useful to help the students of the beginner-level to memorize words and grammar constructions. For this purpose the poems and rhymes created specifically for teaching grammar are used. The authentic Russian poems can be used to teach the students of intermediate and advanced levels. Speaking about teaching grammar we can say that children’s humorous poems can be successfully used for both first presentation and practicing grammar material since they are quite short and easy to understand. The article presents several poems and ideas for their use in Russian grammar lessons. The material described in the article was used by the author in the practice of teaching Russian grammar to foreign students of intermediate and advanced levels of Russian language proficiency.