Narrative Competence of Adult L2 Russian Learners
Narrative competence is an essential part of language proficiency. Research of narrative competence has both a theoretical and empirical value. Our study aims to assess narrative competence of adult L2 Russian learners and to investigate the relationship between their narrative competence and their language proficiency. For assessment, we used the Multilingual Assessment Instrument for Narratives adapted for the Russian language. We also designed a scale for assessing microstructure in Russian narratives. The study uses both qualitative and quantitative analysis. The results show that macrostructural narrative subcompetence of L2 Russian learners does not depend on their language proficiency (except for an ability to produce structurally shorter episodes at higher level) and microstructural narrative subcompetence of L2 Russian learners depends on their language proficiency only in some ways. Our study contributes to the theory of narrative competence in L2 acquisition.
The article gives theoretical information on what 'micro' and 'macro' skills in speaking are; and explores some in-class activities which can be used nearly at any language proificiency level and in any context to hone specific speaking micro and macro skills.
In this paper we describe an open learner corpus of Russian. The Russian Learner Corpus (RLC) is the first corpus with clear distinction between foreign language learners and heritage speakers. We discuss the structure of the corpus, its development and the annotation principles. This paper describes the platform of the RLC which combines online tools for text uploading, processing, error annotation and corpus search.
Although foreign language instruction has seen a big surge in the integration of technology-enhanced forms of delivery of knowledge and interaction, research focusing on the value of computer-mediated communication (CMC) in the language classroom has not been extensive and has not received wide coverage. This article examines and outlines general findings regarding the educational capacity, benefits and limitations of three major CMC tools (text-based chats, discussion boards and wikis) for enhancing foreign and second language acquisition processes. Some insights are offered into the importance of specific CMC tools for supporting the collaborative nature of learning and learner autonomy, fostering students’ reflection and critical thinking skills and affording higher motivational gains and engagement in the language learning process.
Second language (L2) speakers often experience difficulty discriminating speech sounds of the nonnative language, which can result in phonolexical ambiguity. We report two experiments that examine how L2 Russian speakers may utilize contextual constraints for phonolexical ambiguity resolution during speech comprehension. L2 ambiguous words constitute minimal pairs with palatalized and unpalatalized consonants in the Russian language, where the phonological feature of palatalization marks semantic, morphological, or syntactic distinctions between words. L2 performance is compared to that of a control group of Russian native speakers. The results demonstrate that L2 listeners rely on contextual information for meaning disambiguation during sentence comprehension, but that the relative reliance on different types of context is task specific.
This paper presents corpus-based online tool RuSkELL which can be used as an auxiliary learning resource in Russian as foreign language class. RuSkELL is based on ruTenTen11, Russian corpora in Sketch Engine, and adapted for non-professional users who don’t know anything about corpus linguistics. RuSkELL may be an effective support to traditional approaches of learning Russian vocabulary. The resource includes three options: “Examples”, “Word sketch” and “Similar words”. Each option may be of use in the class and at home-practicing.
The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.
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.