Об опыте создания массового онлайн-курса по русскому языку как иностранному для студентов элементарного уровня
This paper discusses approaches to constructing MOOC-course for Russian language learners of the elementary level A1. The techniques of material presentation combine methods of multimedia language courses and elements of traditional classroom-oriented teaching. The main approach employs the concept of digital learning: the MOOC format should encourage students to move from a position of a passive recipient to an involved independent learner.
This paper studies the results of integration of massive open online courses (MOOCs) into curriculum of the ESP (English for specific purposes) course at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The experimental teaching with integration of MOOK component in the ESP course have demonstrated that the educational outcome in this case may be higher than in a traditional course, due to the increase of students motivation provided by individualized learning, the use of modern authentic teaching materials, participation in international educational community. Research findings illustrate that imbedding MOOCs in the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community, under the condition that on-campus courses have been re-designed to incorporate MOOC-like components.
E-learning development comes with an increased attention to its quality that is managed via the control over not only the learners’ knowledge but over the learning process, its organization and applied tools. This paper covers Tomsk State University experience in MOOC quality evaluation, in particular popular science MOOCs and specialized ones. The quality evaluation system implies the evaluation of the MOOC materials, the learning process and the results.
Successful online learning if we look outside the didactics but in the field of personal development, from the anthropological bases, is in learner’s identification as an active subject of the learning process. Activities that online learners perform correlate with the characteristics of the subjectness that researchers revealed: spotting one’s own gaps in the educational environment and one’s educational needs, satisfying them and enhancing one’s competence by means of online learning (ability to change the environment and oneself inside that, reflexive way of life, realizing the principle of development), searching, selecting and studying online courses on one’s own, supported first and foremost by the intrinsic motivation (initiative), ability to plan and analyze one’s activity or inaction in the course, managing the requirements and the deadlines of the assignments, as well as readiness to accept the consequences of one’s choice (responsibility). Therefore, successful online learners (those who study on their own, cope with the tasks in time and in a proper way, achieve expected results) are characterized with such a subjectness that is based on a set of general-cultural and general-professional competencies that should be formed. To define the set of competencies, which an online learner needs to become successful and to study learners’ attitude to them, we have done a competency-based test (self-assessment questionnaire) in September - November 2017. The respondents were 2060 learners from TSU online courses offered on three e-learning platforms (population is 80938). Learners responded that the following general-cultural competencies are of much help for them in online learning: readiness to self-development, self-realization and using one’s own creativity (69,7%), ability to organize and educate oneself (53,3%), ability to acquire new scientific and professional knowledge using modern educational and informational technologies (62,3%), as well as ability to imply means and methods of learning and self-control over one’s intellectual development, increasing one’s cultural level and professional competence (50,2%). Among general-professional competencies the learners replied that the most useful competencies for online learning are computer skills for receiving, processing and managing information (79,5%), ability to work with the main retrieval query systems (60,2%), ability to search for scientific information, perform its critical analysis, to set research objectives and choosing appropriate methods and technologies to achieve them (59,3%), ability to critically analyze the learning process and training materials from the point of view of their effectiveness (54%) and ability to use polite manners in oral and written speech (21,9%). At the same time, the respondents define general-cultural competencies as more significant. Therefore, the survey results proved our idea that successful online learning requires firstly, a set of general-cultural competences (those which are connected to the learner’s personal development and his/ her subjectness in the learning process) and secondly, a set of general-professional competencies to be formed. This led us to the idea that assessing learner’s level of the general-cultural competences we can predict his/ her future success in taking online courses.
Philological research, especially in the field of literature, is usually considered a "thing-in-itself"; the intrinsic value of this phenomenon involves extremely intuitive, creative, "human-readable" analysis. Meanwhile, modern variety of computer programs (semantic text referentors, tag clouds, concordansers, etc.), created also for the humanities, such as sociology, psychology, management, cannot but draw a philologist’s attention. The steps, how to work with a parallel subcorpus in Russian National Korpus, described in detail. Reviewed freeware LR aligner (for non-commercial use), compares translations in Russian the novel "All Red" by J.Chmielewska. As examples of lexical items selected the modal word "avos’", the word "nakonets" as an introductory and the circumstances of the word "ves’" and "tsely". The Program LF aligner treated three translations of the novel, the authors are M.Krongauz, V.Selivanova, O. Kuznetsova. Consistent description of the existing programs, testing them on art material and comparison of the received data with the existing traditional research, especially in the field of philology and foreign language teaching, is a new step of a text analysis.
The paper is intended to describe the experience of using the authentic linguistic corpus materials within the project "Creating an electronic textbook of Russian as a foreign language". Special attention is paid to the fundamental principles of the new project – automatic adaptation of RNC’s linguistic material. Worked out by means of information technologies, the product is supposed to adapt the complexity of authentic texts in terms of their syntactic and morphologic structures and vocabulary. The stages indispensable to attain the objective are also explained in the article. The paper describes not only the algorithm for solving the tasks and the final result of the research, but also the difficulties, which the developers face, and their solutions.
A description of the nationally oriented training complex for learning Russian as a foreign language “V Dobryi Put’!” for German speakers which includes a textbook, an audio‑supplement, a video‑film and a test system is given. The computer-based training system, designed for this complex ensures effective teaching foreign students Russian phonetics, vocabulary, grammar, speech etiquette, and also facilitates the formation of the necessary communication skills.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.