Online teaching Russian practical grammar at a Chinese university during the epidemic
- Autores: Zhang W.1, Vesnina L.E.1
-
Afiliações:
- Jilin International Studies University
- Edição: Volume 18, Nº 4 (2020)
- Páginas: 383-408
- Seção: Distance Russian Language Learning
- URL: https://journal-vniispk.ru/2618-8163/article/view/324651
- DOI: https://doi.org/10.22363/2618-8163-2020-18-4-383-408
- ID: 324651
Citar
Texto integral
Resumo
Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the “quarantine” semester on the example of teaching “Practical Russian grammar” at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching “Practical Russian grammar” to foreign students and the way distance learning technologies were used. The teachers organized online classes on “Practical Russian grammar” using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners’ individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.
Sobre autores
Wei Zhang
Jilin International Studies University
Autor responsável pela correspondência
Email: 18222319@qq.com
Deputy Dean of Academic Affairs of School of Central-Eastern European Languages, Associate Professor of the Department of Methods of Teaching Russian as a Foreign Language of the Jilin International Studies University. Research interests: methods of teaching Russian as a foreign language, lexicology, using computer technologies in teaching Russian as a foreign language. The author of more than 20 publications, 5 scientific projects, 4 translated volumes
3658 Jingyue St, Changchun, 130117, Jilin, People’s Republic of ChinaLiudmila Vesnina
Jilin International Studies University
Email: levesna@yandex.ru
Candidate of Philology, Associate Professor, Associate Professor of the Department of Methods of Teaching Russian as a Foreign Language of the Jilin International Studies University. Research interests: methods of teaching Russian as a foreign language, computer technologies in teaching Russian as a foreign language, political linguistics. The author of more than 40 publications
3658 Jingyue St, Changchun, 130117, Jilin, People’s Republic of ChinaBibliografia
- Andreev, A.A., & Soldatkin, V.I. (2013). Distancionnoe obuchenie i distancionnye obrazovatel'nye tekhnologii. Cloud of Science, (1), 14–20. (In Russ.)
- Betts, S.C. (2008). Teaching and assessing basic concepts to advanced applications: Using Bloom’s taxonomy to inform graduate course design. Academy of Educational Leadership Journal, 12(3), 99–106.
- Dmitrieva, E.I. (1998). Osnovnaya metodicheskaya problema distantsionnogo obucheniya inostrannym yazykam cherez komp'yuternye telekommunikatsionnye seti Internet [The main methodological problem of foreign languages distance learning through computer telecommunication Internet networks]. Inostrannye yazyki v shkole [Foreign languages at school], (1), 6–11. (In Russ.)
- Elashkina, N.V. (2003). Samostoyatel'naya poznavatel'naya deyatel'nost' obuchayushchegosya pri distancionnom obuchenii inostrannym yazykam [Independent cognitive activity of a student during distance learning of foreign languages]. Philology. History. Intercultural communication: Abstracts of regional conferences of young scientists (Irkutsk, February 26, 2003) (pp. 33–34). Irkutsk: IGLU Publ. (In Russ.)
- Fomina, A.S. (2016). Onlain-obuchenie v vysshem uchebnom zavedenii: Metodiki, kontent, tekhnologii [Online education in higher education institutions: Methods, content, technologies]. Obshchestvo: Sotsiologiya, psikhologiya, pedagogika [Society: Sociology, psychology, pedagogy], (1), 101–106. (In Russ.)
- Grechushkina, N.V. (2018). Onlain-kurs: Opredelenie i klassifikatsiya [Online course: Definition and classification]. Vysshee obrazovanie v Rossii [Higher education in Russia], (6), 125–134. (In Russ.)
- Hockly, N. (2018). Blended learning. ELT Journal, 72(1), 97–101.
- Khorokhordina, O.V. (2018). Osnovnoi kurs kak klyuchevoi komponent interaktivnogo uchebnogo kompleksa po russkomu yazyku kak inostrannomu [The basic course as a key component of the interactive educational complex in Russian as a foreign language]. Mir russkogo slova [The world of Russian word], (2), 86–92. (In Russ.)
- Liu, Di, & Huo, Jun. (2019). QIan tan hun he shi jiao xue mo shi de ying yong – yi gao zhi yuan xiao xue xi tong de ying yong wei li [J] [A brief talk about the application of the blended learning regime – on the example of the application of the educational passage in higher vocational colleges]. Liao ning shi zhuan xue bao (she hui ke xue ban) [Journal of the Liaoning Teacher Training College], (5), 34–40. (In Chinese.)
- Mehring, J. (2017). Technology as a Teaching and Learning Tool in the Flipped Classroom. Digital Language Learning and Teaching. Research, Theory, and Practice (pp. 235–246). Routledge.
- Ndyay, Manetu, Nguyen Wu, Hyong Ti, & Grunina, E.O. (2020). Innovative technologies in teaching Russian as a foreign language. Russian Language Studies, 18(1), 7–38. http://dx.doi.org/10.22363/2618-8163-2020-18-1-7-38
- Polat, E.S. (1998). Nekotorye konceptual'nye polozheniya organizacii distancionnogo obucheniya inostrannomu yazyku na baze komp'yuternyh telekommunikacij [Some conceptual provisions of the organization of distance learning of a foreign language based on computer telecommunications]. Inostrannye yazyki v shkole [Foreign languages at school], (5), 6–11. (In Russ.)
- Rusetskaya, M.N., Elnikova, S.I., Pavlicheva, E.N., & Rubleva, E.V. (2017). Distantsionnoe obrazovanie v obuchenii RKI: Polozhitel'nyi opyt ispol'zovaniya resursov portala “Obrazovanie na russkom” [Distance education in teaching RFL: A positive experience of using the resources of the “Education in Russian” portal]. Russkii yazyk za rubezhom [Russian language abroad], (4), 6–11. (In Russ.)
- Shi, Tieqiang, & Liu, Sumei. (2010). «Da xue e yu» ji chu jie duan [Russian language: Elementary level]. Beijing: Beijing University of Foreign Languages. (In Chinese.)
- Vidy onlain-obucheniya [Types of online training]. (n.d.). Retrieved August 24, 2020, from: https://myownconference.ru/blog/index.php/vidy-online-obucheniya/
Arquivos suplementares
