Russian as a foreign language and methods of teaching it. Teaching Russian as a foreign language Russian language foreign language teacher courses

Professional retraining program (500 hours)

Tuition fee: 90,000 rub.

Duration of training:

05/27/2019-05/29/2020 (submission of applications until 05/03/2019)

09.09.2019-12.09.2020 (submission of applications until 17.08.2019)

Applications for training under the program are accepted by the Educational Department of the Faculty of Further Education [email protected]

Description of the program

The authors of the program courses are leading teachers of the State Institute of Russian Language named after. A.S. Pushkin, a recognized authority in the field of studying and teaching Russian as a foreign language; creators of well-known textbooks and teaching aids on RCT. The program has been tested for many years, the course material, both in full and compressed versions, has been repeatedly used in various full-time and distance learning forms of advanced training and professional retraining of Russian and foreign teachers of Russian foreign languages.

Goals and objectives of the program

Students of the theoretical and practical course will master the methods of teaching Russian as a foreign language and the practical use of acquired knowledge and developed skills in teaching RFL in Russia and abroad.

Required level of training

Russian and foreign specialists with higher philological, pedagogical or humanities education are accepted to study under the program. For non-native speakers of Russian, the level of language proficiency is not lower than C1.

General plan of the program

1. Module “Russian language” (122 academic hours)
- Modern Russian language: propaedeutic course
- Active processes in modern Russian language
- Description of Russian as a foreign language: basic course
- Level description of the language for the purpose of teaching it as a foreign language

2. Module “Methods of teaching Russian as a foreign language” (264 academic hours)
- Modern methods of teaching Russian as a foreign language
- Modern educational technologies for teaching RFL at the initial stage
- Phonetic-intonation aspect in teaching RFL
- Formation of grammatical competence when teaching Russian as a foreign language based on a communicative-activity approach
- Lexical aspect in teaching RFL
- Game tasks in the lesson of Russian as a foreign language
- Text and possibilities of its use in the practical course of RFL
- Literary text as a resource for teaching verbal communication in the practical course of RFL
- Teaching writing and writing
- Interactive technologies for teaching Russian speech communication in RFL lessons
- Interactive technologies for teaching Russian speech communication: the use of video materials in RFL lessons
- Interactive technologies for teaching Russian speech communication in RFL lessons: the use of multimedia presentation in RFL lessons
- Multimedia technologies in teaching RFL
- Modern methods for assessing the quality of student training

3. Module “Country Studies of Russia” (12 academic hours)
- Regional studies aspect of the content of modern RFL teaching aids

4. Comprehensive Final Exam

5. Final work according to the program

Pedagogical practice

Mastering the educational program of professional retraining involves undergoing teaching practice.

Pedagogical practice in the amount of 22 ac. hours must be completed remotely through the study and analysis of practical experience accumulated by the teaching staff of the Institute, using video recordings of lessons on programs for studying Russian as a foreign language, collected in the electronic library of the Institute.

Final exam and defense of the final certification work

The final exam and defense of the final certification work for the educational program of professional retraining is carried out at a meeting of the final certification commission using distance learning technologies, or, at the request of the student, with his personal presence directly at the Institute.

Scientific director of the program

Kulibina Natalya Vladimirovna

Doctor of Pedagogical Sciences, Professor, Head of the Scientific and Methodological Department of the Russian Language of the State Institute of the Russian Language named after. A.S. Pushkin. Author of more than 150 works in the field of methods of teaching Russian as a foreign language. The focus of professional interests is teaching understanding of texts in the practical course of RFL, issues of organization and content of advanced training and professional retraining in the RFL system.

Course authors

Elkhan Heydarovich Azimov

Doctor of Pedagogical Sciences, Professor of the Department of Methods of Teaching Russian as a Foreign Language at the State Institute of Russian Language named after. A.S. Pushkin. Leading specialist in the use of computer technologies in teaching foreign languages

Natalia Borisovna Bitekhtina

Senior Researcher of the Scientific and Methodological Department of the Russian Language of the State Institute of the Russian Language named after. A.S. Pushkin, author and co-author of a number of popular textbooks and teaching aids on Russian as a foreign language and methods of teaching it

Natalia Vladimirovna Vinogradova

Senior Researcher of the Scientific and Methodological Department of the Russian Language of the State Institute of the Russian Language named after. A.S. Pushkin

Liliya Leonidovna Vokhmina

Candidate of Pedagogical Sciences, Professor of the Department of Methods of Teaching Russian as a Foreign Language at the State Institute of Russian Language named after. A.S. Pushkin. Author of more than 70 scientific and scientific-methodological works published in Russia and abroad

Tatyana Nikolaevna Dyachenko

Senior lecturer, leading specialist of the department of innovative projects in education of the State Institute of Russian Language named after. A.S. Pushkin

Valentina Nikolaevna Klimova

Candidate of Philological Sciences, Associate Professor, Deputy Head of the Scientific and Methodological Department of the Russian Language of the State Institute of the Russian Language named after. A.S. Pushkin

Alla Yurievna Konstantinova

Candidate of Philological Sciences, Professor, Honorary Worker of Education and Science of the Russian Federation. Professor of the Department of General and Russian Linguistics of the State Institute of Russian Language named after. A.S. Pushkin

Tatyana Evaldovna Korepanova

Candidate of Philological Sciences, Associate Professor, Chief Specialist of the Center for Linguodidactics, Language Testing and Promotion of Migration Policy, State Institute of Russian Language named after. A.S. Pushkin

Natalya Alekseevna Markina

Candidate of Philological Sciences, Associate Professor of the Department of Russian as a Foreign Preparatory Faculty of the State Institute of the Russian Language named after. A.S. Pushkin

Elena Vladimirovna Nechaeva

Candidate of Pedagogical Sciences, Associate Professor, employee of the Department of Internship of Foreign Specialists of the State Institute of Russian Language named after. A.S. Pushkin. Author of more than 15 textbooks on Russian as a foreign language

Alexandra Igorevna Olkhovskaya

Candidate of Philological Sciences, leading researcher at the project research laboratory of innovative means of teaching the Russian language at the State Institute of the Russian Language named after. A.S. Pushkin

Vladimir Nikolaevich Polyakov

Candidate of Pedagogical Sciences, Associate Professor of the Department of Methods of Teaching Russian as a Foreign Language at the State Institute of Russian Language named after. A.S. Pushkin. More than 35 years of practical experience in teaching Russian as a foreign language from beginner to advanced levels

Evgenia Gelievna Rostova

Candidate of Pedagogical Sciences, leading researcher at the project research laboratory of innovative means of teaching the Russian language at the State Institute of the Russian Language named after. A.S. Pushkin

Natalia Vasilievna Tatarinova

Candidate of Philological Sciences, Dean of the Preparatory Faculty, Associate Professor of the Department of Methods of Teaching Russian as a Foreign Language at the State Institute of Russian Language named after. A.S. Pushkin

Before moving to another country, I received an additional specialty “Teacher of Russian as a Foreign Language”. After analyzing the market, I discovered that this could be a good opportunity for me to work not remotely, but in the host country (and here I’m talking about). Of course, the most ideal option is to teach not Russian, but English - this is in great demand in almost every country in the world. But if you, like me, feel that for this you need a lot of effort and time, pay attention to Russian as a foreign language. Now I will tell you my experience.

More than anything else, I don’t like sitting through boring lectures and studying for a long time what can be learned quickly. Therefore, when I decided to study, the main criteria for choosing a place to study were:
- rather short training period,
- a certificate of training in English, which will be quoted abroad.

First of all, I looked at what was offered in Minsk, the city where I planned to stay for another 3-4 months. But right now training has not begun anywhere, and its duration everywhere was at least 6 months.

I started looking in Moscow and found the ideal option for myself. Completely distance learning with the issuance of a decent-looking certificate from Moscow State University - the same one that foreigners at least know. I studied at the Russian Language Center of Moscow State University (abbreviated as TsRL MSU) - I chose this option based on the appearance and text on the certificate, the duration of the course and the cost. By the way, due to the fact that the Russian ruble has fallen against the dollar and euro, in terms of these currencies, the cost of training, in my opinion, is extremely pleasant ($500 instead of 1000 before the collapse of the ruble).

The second option from Moscow State University is to study at the Center for International Education of Moscow State University (abbreviated as CMO MSU) - if you pay about twice as much, then there is the opportunity to also do an internship and receive not a certificate, but a diploma, but I decided that a certificate would be enough for me . Moreover, I have a diploma in a very similar specialty.

There is also the International Center for Russian as a Foreign Language; in their address they also indicate their connection to Moscow State University. But there aren’t really any reviews about them, and in general, I’m confused by the quick promises and the slightly crumpled approach, in my opinion.

This is what one of the sheets with tasks and a piece of my notes looks like (it wasn’t necessary to keep it, but it’s easier for me):

About the course: assignments and deadlines

The course I took was stated to take three months, but you can complete it a little faster. The main task is to complete two tests with a practical task at the end of each. In my subjective assessment, the first is more difficult than the second. The test questions are written very competently - for each question there is a list of books indicating specific pages where the answer can be found. A broader list of references, also indicating pages, is given at the beginning of each section. Essentially, if the goal is just a diploma, tests can be done fairly quickly. I also wanted to gain knowledge, so I tried to read all the suggested sources and wrote a short summary - each test took me a month.

My concerns

When I signed up for the course, I was worried that everyone’s concept of distance is different and that I would need to attend webinars at a certain time. Fortunately, my fears were not justified. The webinars were actually held, but they could easily be viewed in recordings. All questions could be asked to the teacher either by mail at any time, or by Skype, usually twice a week at the agreed consultation time. I have never used this, because due to the well-thought-out structure of the course and tests (I really liked how it was all presented and how much easier it was to do the assignments thanks to the competent structure), no unsolvable questions arose. However, it is very nice when the teacher is in touch and you know that you can ask any question.

All books needed for work and additional ones can be downloaded from the special library of Moscow State University, the right of access to which is given immediately after the start of the course and forever. There is also an option to order a set of paper books, but I regretted the space in the apartment and 100 dollars, and as it turned out later, I did the right thing - everything is in the library.

The MSU electronic library actually contains a lot of textbooks on teaching fluency to both adults and children, and a variety of teaching aids.

And the result!

Just recently I received a Certificate (by the way, they send it by EMS mail), and in a month or two I plan to try teaching. Let's see what happens!

UPD: I get asked quite a lot of the same type of questions in the comments and by email. I decided to highlight the three most common ones and answer them in the article itself.

1. — I have a diploma in a non-humanitarian discipline, are these courses suitable for me?

My answer: if you had everything in order with the language, you write correctly and know the basic terminology - why not? But different course organizers have different attitudes to this, so it’s worth checking directly there about specific courses.

2. I already teach English, should I expand my activities?

My answer: in my opinion, English teachers have so many opportunities and options for development that it would be better to use them. As a rule, the salary of an English teacher is still higher. In general, it is important to understand for what purpose you want to get this new specialty and how you will use it. If it’s “just in case” or “to earn more”, think about the feasibility again.

3. How great are the chances of finding a job, and how in demand is this profession?

It seems to me that the main problem with all these courses for a new specialty is that they don’t teach you how to look for clients at all. And of course, formally, this is not their concern, but how many times have I heard stories about how a person, full of hope, spends money on education, joyfully receives a diploma and then finds out that they won’t take him anywhere? This applies to many “free people” professions: tutor, guide, massage therapist, etc.

My opinion is that exactly the same amount of energy as you spend on mastering a new profession should be spent on self-promotion. In the modern world, there is nowhere without this, and even if you are a brilliant teacher, if no one knows about you, then you will sit without work. Therefore, learn to promote yourself, and then such questions will not arise.

And I completely forgot to brag. In December, I took part (albeit in absentia) in the conference “Russian Heritage in the Modern World”, which took place in London. I talked about the group on Facebook “Methods of teaching RFL for everyone” https://www.facebook.com/groups/metodika.rki/, about our most interesting discussions. Based on the results of the conference, a collection of articles was published. I received it by mail along with a certificate of participation.
Foundation "KNOWLEDGE IS POWER"

It was also very pleasant to receive personal gratitude from the President of the KNOWLEDGE-POWER Foundation, Evgenia Yuryevna Shchurova:

If you are not in the group yet, be sure to join us. Let's improve our skills together :)

And taking this opportunity, I would like to remind you that every month and a half we start a new group on methods of teaching RFL at the Russian Language Training Center of Moscow State University http://www.mgu-russian.com/ru/teach/courses/rki-online/. The course is aimed primarily at for beginners traitors to the RKI, as well as those who wish systematize your knowledge. The course lasts 3 months. At your disposal will be an electronic library with methodological literature and textbooks for foreigners, an archive of webinars, 2 online webinars and consultations with the curator via Skype and email.
The course program includes:
1. Methods of working with grammar.
2. Methods of working with vocabulary.
3. Methods of working with phonetics.
4. Methodology for working with regional studies material.
5. Reading, listening, writing and speaking in RFL lessons.
6. RCT testing system.
7. Control in RFL lessons.
8. Organization of a lesson on RFL.
9. Intercultural communication in the practice of teaching RFL.
10. Game tasks in RFL lessons.
http://www.mgu-russian.com/ru/teach/courses/rki-online/

At the end of the course, you receive a diploma in teaching Russian as a foreign language:

For an additional fee, an apostille can be affixed to the diploma. There is also an annex to the diploma in English.

You will learn all the detailed information from our course coordinator: http://mgu-russian.com/ru/teach/contacts/

Sign up, don't hesitate to ask questions :)

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Tip 1: How to teach Russian to foreigners

If you teach Russian to foreigners or decide to help your friends from another country master the spoken language, you need to take into account the specifics of the students’ native culture and at the same time give an idea of ​​the history, culture, way of life and traditions of Russia.

You will need

Methodological manual for teaching Russian as a foreign language;

Dictionaries (explanatory, foreign words);

Films in Russian;

Audio recordings in Russian;

Albums on Russian art.

Instructions

1. Study methods of teaching Russian as a foreign language. In order to teach Russian as a foreign language, ideally you need to complete special courses. Today, there are many methods that are successfully used by Russian language teachers, and they are different for representatives of different nationalities, since they are based on the characteristics of the native languages ​​of foreigners. There is a basic rule: you need to know the students’ native language or understand its structure.


2. Take up phonetics (theoretical and practical). Each language has its own characteristics: sounds in Russian and French, for example, are not repeated, although they are often similar. The speech apparatus is formed in childhood, so it is difficult for a person to adapt to someone else’s phonetic system. You need to carefully place sounds, practice the pronunciation of sound combinations, taking into account the melodic line of phrases. In principle, language in this aspect is similar to music: you must teach the art of phrasing and intonation.


3. Watching films and listening to music in Russian. A useful practice is watching films, television shows and listening to music in the original language: in this way you include the student in the process of listening to authentic speech, which is filled with colloquial structures, colored with dialects and patois. During training, it is important to develop speaking skills, and familiarity with audio and video materials will contribute to this. It would be useful to write down phraseological units and jokes that are often used by Russians in conversation (for example: “To live is good! And to live well is even better”), this will allow a foreigner to “read” the connotation of phrases and recognize them.


4. Visit museums, exhibitions, concert halls. Learning the language should be accompanied by familiarity with the culture of the country. To do this, you need to attend lectures on art, museums and galleries, concerts and performances. By studying Russian opera, painting by the Peredvizhniki, architectural features of churches and iconostasis, foreigners learn to understand the Russian national character and the logic of the language (construction of phrases, conjugation of verbs, use of tenses).

Tip 2: How to teach a language

Learning a language is a complex process. It requires the teacher to be completely immersed in the process and have a personal approach to each student. Everyone has their weak points, but some principles are the same for everyone. There are points that must be present in any training of any person.

How to teach a language

Instructions

1. The most important thing is vocabulary. It must be constantly updated, new words must be learned every day. Periodically give your students new words that you will use in the same lesson to make it easier for them to learn them. To make learning easier, use cards - a word in one language will be written on one side, and a word in another language on the other.


2. The next most important skill is the ability to speak and construct sentences. The ability to conduct a dialogue is equivalent to grammar, and these two directions are impossible without the other. In order to competently combine these two areas, it is necessary that twenty percent of oral practice consists of repeating the grammar covered in the lesson. It is advisable to use dialogue as often as possible so that students can practice developing oral language.


3. Practice speaking and retelling as much as possible. Choose a topic that will be of interest to your students and try to provoke them into dialogue in the language you are currently studying. Remember that the more they communicate in the language you are learning now, the better they will learn it.


4. Practice watching videos and listening to recordings in the language you are currently learning. Try to use audio recordings as often as possible to check the level of students - this way you will achieve better results in getting them to raise their language to the level you need.

Useful advice

Be patient and lenient with students, but do not allow yourself to be taken advantage of.

Tip 3: How to teach Russian

It's no secret that schoolchildren are not particularly keen on learning the Russian language. And, unfortunately, students cannot boast of literacy. The reason for this state of affairs is that they have not formed a cognitive interest in studying this subject. How to teach Russian in order to captivate children with it?

How to teach Russian

Instructions

1. Explain to the children that knowledge of the Russian language is not limited to just learning the rules of spelling or punctuation. This is also work on developing speech, practicing the skills of writing essays and presentations. And for this you need to cultivate the need for reading.


2. When getting acquainted with spelling norms, pay attention to the structure of words. If they learn to identify a particular morpheme, they will be able to understand in which part of the word the letter that needs checking is located, and what spelling we are talking about. Convince schoolchildren that the ability to parse a word according to its composition will help them avoid making mistakes in writing.


3. Students should know that exceptions to the rules must be learned by heart. There is no other way to check these spellings. There are not so few of them. Therefore, if you come up with counting rhymes or poems about exception words, this will make the children’s work easier. For example, when studying the topic “Writing Y-I after T,” you can ask children to remember the funny phrase: “A gypsy tiptoed to a chicken.”


4. Teach children to work with different types of dictionaries, especially spelling ones. It is necessary to develop in them the need, in case of difficulty in writing, not to immediately turn to the teacher for a hint, but to turn to the dictionary for help. The spelling of a large number of words cannot be checked by remembering the rule or choosing a test word. They are checked against the dictionary.


5. Explain to the children that they need to learn to see well not only the structure of words, but also sentences. This will allow them to use punctuation correctly. For example, if a child sees that a sentence contains an address or direct speech, then he thinks about punctuation in it. Teach schoolchildren to see the boundaries of simple sentences as part of a complex one. And they will be able to punctuate them without much difficulty.


6. In addition, the Russian language teacher must work at each lesson to develop a caring attitude towards the native language.

Tip 4: How to teach Russian

Professionals will say without a moment’s doubt: any language, especially your own, must be taught first of all with love. But there are also features of teaching the Russian language itself, which differ depending on who the language is taught to - a native speaker or a foreigner.

How to teach Russian

Instructions

1. First, decide who your student is: a child or an adult. Who is his nationality (Russian or foreigner). It is also important to determine what the level of Russian language proficiency is (for foreigners). All these are fundamental principles from which you must build. Without taking them into account, you can easily go astray on the wrong path. In addition, you need to understand what format your classes will take. Will these be individual lessons or group lessons? Do you teach courses at a language school or university? Depending on this, the lesson program will change.


2. If you teach Russian to foreigners, make it as easy as possible for them to learn Russian. Remember (if you are in Russia) that people have found themselves in a different language environment, encountered a different culture and are probably experiencing culture shock. Diversify your lessons with game tasks, arrange for your students to “go out into the field”: if you go through the topic “Restaurant”, then drag them to the restaurant, even if they are shy and resist, if the topic is “Products” - then lure them to the market by hook or by crook, even if they still have little understanding of Russian money.


3. The main thing in working with foreigners learning Russian is overcoming the language barrier and “getting into communication,” that is, into live communication. Even spelling rules and grammatical errors are not so important here. Grammar is also important, but the main thing is that people understand and that people understand other people. They need communication skills and abilities that will allow them to move freely in a different cultural environment. Don’t fill their heads with what they don’t need and what will just settle in their brains as unnecessary ballast.


4. For Russians, it is more important to explain the rules of spelling and the functions that certain linguistic units of their native language perform. They need to understand what's what in their native language. Stylistics, lexicology, syntax are very important sections of the science of language. A native speaker must have at least a minimal understanding of them in order to write and express themselves competently. Agree, if it is important to teach foreigners to speak, then it is important to teach native speakers to speak and write correctly.


5. No matter who you are trying to teach Russian, your lessons should be based on some kind of regional studies material so that pupils and students can learn more about Russia. This will not interfere with either native speakers or foreigners. Use classic texts in classes, adapted texts for foreigners, unadapted ones for Russians, so that the language being studied is associated with the best achievements of Russian culture. This way, the lessons will be more interesting for both you and the students.

Tip 5: How to teach Russian to foreigners

The Russian language is incredibly difficult. It is clear to us, Russian speakers, what a species is, for example. And foreigners have to explain this, write exercises, select suitable texts so that everything is clear to them, just like us. Teaching is already a difficult thing, and it becomes even more difficult when you have to explain something that you understand on an intuitive level.

Instructions

1. Determine your students' language proficiency level. Complete zero or does he already know the simplest phrases? It also happens that a person expresses himself freely in the language, he understands and is understood, but at the same time he makes mistakes, the negative effect of which is eliminated through gestures and facial expressions. For each of these cases you need to create your own program.


2. The group is another story. Here you need to determine the average level of language proficiency. If you don't do this, don't expect the weak to follow the strong. The weak will simply give up because they don’t understand anything.


3. Choose how you will work - with or without an intermediary language - and immediately explain your choice to the student (or group). If a person already has some basic knowledge, it is very important to stimulate him by speaking to him in the target language. But there is no need to do this if this approach only complicates the process.


4. When working with groups, there is often no such choice left: for example, when people from different countries study together, do not know each other’s language and do not know English. In this case, you will either have to use your existing basic knowledge and slowly, clearly pronounce the phrases that control the learning process, or get out of your way and explain these basic things on your fingers.


5. Explanation on fingers often has to be used when learning new words. Masters of their craft advise using translation only as a test of understanding. The words themselves need to be semantized - the meaning must be explained through pictures, gestures, playing out entire situations or definitions in Russian, and the latter only works for an advanced level.


6. Lessons should be made as fun as possible. If your group consists of sociable, simple people, then games will help you a lot. They can even stir up the beech - it is unlikely that you will have to work with a completely closed person who does not make contact well. But if the student does not want to join the game, there is no need to force him.


7. Use interesting texts and video materials for lessons. Take topics that are interesting to students. Ask their opinion more often, do not impose yours. And, when they have more or less mastered the vocabulary and grammar, put them in a real communication situation, for example, if your theme is “Restaurant”, then in the end you need to go to a real restaurant.


8. Remember that in Russian as a foreign language lessons, new vocabulary should be taught on the basis of old grammar, and new grammar - on the basis of words and expressions already covered. This way, you will ensure that the material is properly absorbed and retained, and your students won’t find it too difficult to understand you.

The Center for Russian as a Foreign Language opened on the basis of the international language center Language Link in 1996, within walking distance from the Novoslobodskaya station. Based on recognized textbooks, methodologists have created the most effective Russian language teaching programs for foreigners. Training takes place in mini-groups of up to 6 people or individually. Although classes are conducted using a communicative method, teachers are fluent in English or Spanish so that students can get answers to all questions.

Programs include intensive courses lasting from one week to a semester, academic courses for university students studying Russian, and combined courses that allow you not only to learn Russian, but also to get acquainted with the culture and life in Russia. Students go on excursions, attend events dedicated to Russian culture, and taste national cuisine.

Language Link is a certified center for TORFL exams, citizenship test and comprehensive exams for patent, temporary residence permit or residence permit. You can also prepare for each of these exams in our centers in Moscow, St. Petersburg or Volgograd.

For those who want to teach Russian, there is a course on methods of teaching Russian as a foreign language: short and complete. Upon completion of the courses, certificates are issued in two languages, giving the opportunity to teach in private institutions.